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Psychosurgery

Psychosurgery

Psychosurgery, the surgical alteration or permanent removal of brain tissue to alleviate severe psychological conditions, stands as one of the most radical and controversial treatments in the history of mental health care. Its development and application have evolved significantly, marked by dramatic shifts in scientific understanding and ethical perspectives.
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Competency-based medical education for plastic surgery: where do we begin?

Aaron D C Knox¹, Mirko S Gilardino, Steve J Kasten

¹Vancouver, British Columbia, Montreal, Quebec, and Toronto, Ontario, Canada; and Ann Arbor, Mich. From the Division of Plastic and Reconstructive Surgery, Department of Surgery, University of British Columbia; the Division of Plastic and Reconstructive Surgery, Department of Surgery, McGill University Health Center; the Section of Plastic and Reconstructive Surgery, Department of Surgery, University of Michigan; and the Division of Plastic and Reconstructive Surgery, Department of Surgery, University of Toronto.

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|April 30, 2014

Summary

Competency-based medical education (CBME) is transforming surgical training, emphasizing objective milestones for physician competence. This study proposes a framework for plastic surgery residency to identify competencies, model teaching, and develop assessments for successful CBME implementation.

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Area of Science:

Medical Education
Surgical Training
Competency-Based Medical Education

Background:

North American surgical education is transitioning to competency-based medical education (CBME).
CBME aims for transparent standards and public accountability in physician training.
This shift is driven by calls for reform from leading medical education bodies.

Purpose of the Study:

To summarize the rationale for the shift towards CBME and the milestones framework.
To address challenges in implementing CBME for procedural skills in plastic surgery.
To propose solutions for identifying competencies, teaching strategies, and assessment tools.

Main Methods:

Summarized the rationale behind CBME and the milestones framework.
Identified key challenges in procedural skills training: competency identification, teaching strategies, and assessment.
Proposed solutions and educational rationale for addressing these challenges.

Main Results:

Presented a framework for identifying competencies in plastic surgery.
Outlined a stepwise approach for a principles-oriented CBME curriculum.
Proposed an assessment matrix for resident exposure to core principles and procedures.

Conclusions:

An ideal plastic surgery curriculum should integrate core principles and index procedures.
Competence demonstration through index procedures ensures readiness for independent practice.
Exploring CBME's role in plastic surgery residency is timely and beneficial.