BACKGROUND: Resident work-hour restrictions challenge educators to supplement residents' surgical education. We evaluated a computer-based trauma surgery system's ability to increase residents' surgical knowledge. METHODS: Modules on thoracic and abdominal surgical approaches were evaluated. Surgical residents with 1 or more years of experience completed the pretest, an interactive module, the post-test, and a usability survey. RESULTS: Fifteen participants completed both modules. Thoracic module pretest and post-test scores were 56 ± 11 (mean ± standard deviation) and 90 ± 10, respectively (P < .0001). Mean abdominal module scores were 48 ± 20 and 85 ± 14, respectively (P < .0001). The usability survey showed that 87% of participants would use these modules to supplement their trauma training, 93% could easily distinguish anatomic detail, and 100% thought that procedures were shown clearly. CONCLUSIONS: This novel computer-based trauma education training system improved residents' knowledge of anatomy, surgical incisions, exposures, and technique. As innovative didactic tools arise in postgraduate medical education, it is crucial to document their effects on educational processes, learning satisfaction, and knowledge outcomes.
BACKGROUND: Resident work-hour restrictions challenge educators to supplement residents' surgical education. We evaluated a computer-based trauma surgery system's ability to increase residents' surgical knowledge. METHODS: Modules on thoracic and abdominal surgical approaches were evaluated. Surgical residents with 1 or more years of experience completed the pretest, an interactive module, the post-test, and a usability survey. RESULTS: Fifteen participants completed both modules. Thoracic module pretest and post-test scores were 56 ± 11 (mean ± standard deviation) and 90 ± 10, respectively (P < .0001). Mean abdominal module scores were 48 ± 20 and 85 ± 14, respectively (P < .0001). The usability survey showed that 87% of participants would use these modules to supplement their trauma training, 93% could easily distinguish anatomic detail, and 100% thought that procedures were shown clearly. CONCLUSIONS: This novel computer-based trauma education training system improved residents' knowledge of anatomy, surgical incisions, exposures, and technique. As innovative didactic tools arise in postgraduate medical education, it is crucial to document their effects on educational processes, learning satisfaction, and knowledge outcomes.
Authors: Miranda J Rogers; Michelle Zeidan; Zachary S Flinders; Angela P Presson; Robert Burks Journal: J Am Acad Orthop Surg Glob Res Rev Date: 2019-04-30
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