CORRInsights®: Teaching the Basics: Development and Validation of a Distal Radius Reduction and Casting Model

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Despite strict regulations for trainee work hours and a greater respect for patient autonomy, the foundational structure of surgical training promoted by William Halsted—apprenticeship and graduated responsibility—has essentially remained unchanged over the past century.
While the educational structure remains intact, the way in which orthopaedic educators teach and assess competency is much more flexible. Orthopaedic educators are collaborating with professional educators to address teaching within our evolving healthcare delivery systems, work-hour restrictions, and changing societal and bioethical imperatives. These partnerships have assisted orthopaedic educators in developing sound educational techniques for teaching new surgical skills to orthopaedic trainees while also measuring and assessing skill fluency (accuracy in relation to time) [2, 3]. One of those educational techniques, surgical simulation, is considered an effective strategy for orthopaedic resident training [1].
In their study, Seely and colleagues developed a simulation model to train residents in the skills necessary to reduce displaced distal radius fractures in children and adolescents. The benefits of this model seems indisputable—every participant noted that the model taught the basic steps of fracture reduction and 15 of 18 believed it was a realistic anatomic reproduction and simulated their experience of distal radius reduction in a clinical setting.
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