The Impact of Work Hour Restrictions on Surgical Resident Education

2008 ◽  
Vol 65 (1) ◽  
pp. 54-60 ◽  
Author(s):  
Emily Tompkins Durkin ◽  
Robert McDonald ◽  
Alejandro Munoz ◽  
David Mahvi
2006 ◽  
Vol 203 (3) ◽  
pp. S74
Author(s):  
Emily T. Durkin ◽  
Robert McDonald ◽  
Alejandro Munoz ◽  
David Mahvi

2021 ◽  
Author(s):  
Nicolas Tassé ◽  
Etienne Auger-Dufour

Abstract BACKGROUND: This study aims to identify the effects of the COVID-19 on surgical resident education at University Laval during first wave of the pandemic of spring 2020.METHODS: We conducted a web-based survey study to all residents training within one of the ten surgical specialties at University Laval, Quebec City. The survey focused on clinical teaching hours, appreciation of activities and novelties experienced and the impacts of virtual teaching. Descriptive statistical analysis was performed to summarize the data.RESULTS: There were 48 surgical residents who responded to our survey. There were participants from ten specialties. During the pandemic the mean number of weekly teaching hours dropped from 4.31 to 3.69 hours. The most appreciated activity was teaching sessions lead by a staff surgeon. More than 80% of respondents reported having partaken in other activities at some time during an online class while over 70% expressed retaining less when material was taught online rather than in person.CONCLUSION: Our survey provides insight for surgical programs to improve resident teaching and illustrates the necessity to optimize teaching schedules rapidly in times of pandemic. Even though the appreciation of virtual learning seems unsatisfactory by certain residents, trainees still require and appreciate teaching by their mentors.


Author(s):  
Clare Elizabeth Wise ◽  
Sylvia Bereknyei Merrell ◽  
Marzena Sasnal ◽  
Joseph D. Forrester ◽  
Mary T. Hawn ◽  
...  

OTO Open ◽  
2020 ◽  
Vol 4 (3) ◽  
pp. 2473974X2093906
Author(s):  
C. Scott Brown ◽  
Calhoun D. Cunningham ◽  
Walter T. Lee ◽  
Liana Puscas

Objective To create a high-quality annotated online surgical video atlas of key indicator otolaryngology cases and assess its use and overall journal trends over time. Methods Videos are recorded from multiple viewpoints within the operating room and compiled into a single stream. Postediting includes chaptering videos and overlaying relevant text annotations. Videos are published online and viewership trends analyzed. Results Over 3 years, 29 otolaryngology videos were published out of 161 journal publications (18%). Eight of the 14 key indicator procedures are included (57%). From the beginning of 2017 to the end of 2019, viewership of otolaryngology pages increased from 548 to 11,139 views per month, totaling >150,000 views. These now represent 10% of the total journal monthly views and 10% of the overall views. Users originate from the United States and from >10 other countries. Discussion Residents and faculty face challenges of providing the highest standard of clinical care, teaching, and learning in and out of the operating room. Inherent difficulties of surgical training, high-fidelity surgical simulation, and imposed work hour restrictions necessitate additional, more efficient and effective means of teaching and learning. Surgical videos demonstrating key anatomy, procedural steps, and surgical dexterity with hand positioning are increasing in their popularity among learners. Implications for Practice Surgical video atlases provide a unique adjunct for resident education. They are enduring and easily accessible. In a climate of work hour restrictions or elective case reduction, they may supplement how residents learn to operate outside the operating theater.


Neurosurgery ◽  
2015 ◽  
Vol 62 (CN_suppl_1) ◽  
pp. 214-214
Author(s):  
Ahmed M. Raslan ◽  
Jeffrey Steven Raskin ◽  
Jesse Jia-Xin Liu

Abstract INTRODUCTION: Quality improvement projects have begun to standardize surgical work flow as a component to optimize operative room (OR) efficiency. Removing special cause variability resulting from nonsurgical waste is an obvious target; however, surgical resident education must be maintained even in the setting of process improvement. There are no published data describing the impact on operative time of resident-identified risky or uncomfortable procedural steps during posterior instrumented fusion (PIF). Self-identification of risk or discomfort in surgical steps may allow for shorter OR time and reduced cost, without sacrificing resident education. METHODS: PIF procedure steps were defined. An 8 two-part question survey regarding surgeon comfort level and perceived risk assessment at each step was developed, and completed by junior (17) and senior residents (10), and faculty (6) from orthopedic and neurological surgeons. A risk matrix was constructed defining 2 zones, a “danger zone” where responses were both high risk (3–5) and low comfort (1–3) and a “safe zone” where responses were low risk (1–2) and high comfort (4–5). One-tailed χ2 with Yates correction was performed. RESULTS: Risk matrix analysis showed a statistical difference among danger zone respondents between junior resident and faculty groups for exposure, pedicle screw placement, neural decompression, interbody placement, posterolateral fusion, and hemostasis (Table 2). Radar graph identifies percentage of respondents who fall within the danger zone (Figure 1). CONCLUSION: Resident perception of surgical complexity can be evaluated for procedural steps using a risk matrix survey. For PIF, residents assign more risk and are less comfortable performing steps in a training-dependent manner. Identification of particular high-risk steps, which are uncomfortable, should prompt strict faculty oversight to improve patient safety, monitor resident education, and reduce operative time.


2020 ◽  
Vol 163 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Dana L. Crosby ◽  
Arun Sharma

Otolaryngology residency training programs are facing a novel challenge due to severe acute respiratory syndrome coronavirus 2. The widespread impact and chronicity of this pandemic makes it unique from any crisis faced by our training programs to date. This international medical crisis has the potential to significantly alter the course of training for our current resident cohort. The decrease in clinical opportunities due to the limitations on elective surgical cases and office visits as well as potential resident redeployment could lead to a decline in overall experience as well as key indicator cases. It is important that we closely monitor the impact of this pandemic on resident education and ensure the implementation of alternative learning strategies while maintaining an emphasis on safety and well-being.


2018 ◽  
Vol 84 (10) ◽  
pp. 1595-1599
Author(s):  
Kirollos S. Malek ◽  
Jukes P. Namm ◽  
Carlos A. Garberoglio ◽  
Maheswari Senthil ◽  
Naveen Solomon ◽  
...  

Balancing resident education with operating room (OR) efficiency, while accommodating different styles of surgical educators and learners, is a challenging task. We sought to evaluate variability in operative time for breast surgery cases. Accreditation Council for Graduate Medical Education case logs of breast operations from 2011 to 2017 for current surgical residents at Loma Linda University were correlated with patient records. The main outcome measure was operative time. Breast cases were assessed as these operations are performed during all postgraduate years (PGY). Breast procedures were grouped according to similarity. Variables analyzed included attending surgeon, PGY level, procedure type, month of operation, and American Society of Anesthesiologists class. Of 606 breast cases reviewed, median overall operative time was 150 minutes (interquartile range 187–927). One-way analysis of covariance demonstrated statistically significant variation in operative time by attending surgeon controlling for covariates (PGY level, procedure, American Society of Anesthesiologists class, and month) ( P = 0.04). With institutional OR costs of $30 per minute, the average difference between slowest and fastest surgeon was $2400 per case [(218–138) minutes 3 $30/min]. Minimizing variability for common procedures performed by surgical educators may enhance OR efficiency. However, the impact of case length on surgical resident training requires careful consideration.


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