Re: McCannel: Simulation surgical teaching in ophthalmology (Ophthalmology 2015;122:2371-2)
Notice bibliographique
Résumé
I commend Dr McCannel for his editorial,1McCannel C.A. Simulation surgical teaching in ophthalmology.Ophthalmology. 2015; 122: 2371-2372Abstract Full Text Full Text PDF PubMed Scopus (16) Google Scholar highlighting the increasing importance of simulator learning in ophthalmology surgical training programs. With the development of advanced technology virtual reality simulators, trainees are now able to acquire significant technical skills before operating on patients. The incorporation of competency-based assessments into simulator training is another key factor worthy of mention. In 2013, our institution developed and implemented a formal surgical curriculum for ophthalmology residents using didactic teaching, wet laboratory training, and surgical simulation, with competency assessments required before transitioning to surgery. These formalized assessments ensure that trainees meet certain standards before progressing to more skilled levels involving patients, and also provide an incentive for the trainee to acquire simulator-based skills. Going forward, ophthalmology training programs also need to develop and incorporate formalized competency-based assessments of advanced trainees to ensure appropriate surgical skills are acquired before graduating to independent practice. The formalization of competency assessments into surgical training programs promises many potential benefits. It ensures we provide quality training to our future surgeons; it formalizes the notion that trainees are given a graded level of responsibility based on their skills, minimizing potential risk to patients; and it facilitates a more transparent discussion with our patients on the role trainees will play in their surgery. Simulation Surgical Teaching in OphthalmologyOphthalmologyVol. 122Issue 12Preview“Practice makes perfect” is an age-old idiom few can disagree with. Yet in ophthalmic surgical teaching, practice has not had the emphasis it has in other motor skill–based disciplines. Even a well-stocked wet laboratory likely does not have a large quantity of eyes available for practicing, limiting robustness of skill development that could be achieved by frequent repetition. The commonly used pig eyes have only superficially similar surgical characteristics to human eyes, reducing the benefit of the time invested. Full-Text PDF ReplyOphthalmologyVol. 123Issue 6PreviewDr McAlister appropriately points out that using the simulator to teach surgical skills is only part of the process of graduating competent surgeons. I agree that assessment of competency is also an important part of an optimal surgical training paradigm. Over the past decade or two, there has been an evolution of medical education that strongly favors formal skill assessment. This led to the adoption of the United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills examination as a requirement for medical licensing in the United States in 2005. Full-Text PDF
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,003 | 0,001 |
| Bibliométrie | 0,002 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,006 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».