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Fractures: Bone Repair

Fractures: Bone Repair

Treatment for a fracture is based on the type of break, the bone affected, and the patient's age.
Minor fractures with no bone displacement are treated by immobilizing the fractured bone using a cast or splint. However, in the case of fractures with displaced bones, the broken bones are repositioned before immobilization to ensure successful healing without deformation and loss of function. The realignment of fractured bone ends is performed through a process called reduction. If the...

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Simulation-Based Mastery Learning to Teach Distal Radius Fracture Reduction.

Georgia G Toal¹, Michael A Gisondi, Nathaniel M Miller

¹From the Stanford University, School of Medicine (G.G.T.); Department of Emergency Medicine (M.A.G., S.S.S.-S., W.W.D.), Stanford University, Stanford, CA; Department of Emergency Medicine (N.M.M.), Vanderbilt University, Nashville, TN; and Department of Orthopedic Surgery (R.S.A.), Stanford University, Stanford, CA.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare

|December 18, 2020

Summary

This summary is machine-generated.

Simulation-based mastery learning effectively improved skills and confidence in distal radius fracture reduction for orthopedic surgery and emergency medicine interns. This novel curriculum enhances procedural competence for common orthopedic injuries.

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Area of Science:

Orthopedics
Medical Education
Surgical Simulation

Background:

Distal radius fractures are frequent orthopedic injuries requiring emergency department management.
Simulation-based mastery learning is effective for procedural competence but unstudied for fracture management.
This study assessed a simulation curriculum for distal radius fracture reduction in novice residents.

Purpose of the Study:

To evaluate the effectiveness of a simulation-based mastery learning curriculum.
To teach distal radius fracture reduction to orthopedic surgery and emergency medicine residents.
To improve resident competence in managing common orthopedic injuries.

Main Methods:

Developed a mastery learning checklist (41 items) using the Mastery Angoff method.
Utilized a novel simulation model for deliberate practice and feedback.
Trained 22 orthopedic surgery and emergency medicine interns with asynchronous education, expert demonstration, and skills assessment.

Main Results:

All participants achieved or exceeded the minimum passing score on the postexamination.
Postsurvey confidence levels significantly increased compared to presurvey (P < 0.05).
The curriculum demonstrated effectiveness in improving procedural skills and confidence.

Conclusions:

Simulation-based mastery learning significantly enhanced skills and confidence in distal radius fracture reduction.
The curriculum is a viable method for training novice residents in orthopedic procedures.
Future research will explore broader implementation and clinical impact.