Skip to main content
SpringerLink
Log in

Teaching Technical and Procedural Skills

  • Chapter
Trauma Team Dynamics

  • 2415 Accesses

Abstract

Surgical skills training has switched from live patient to laboratory-based models. This training is enhanced by recognizing the interrelationship of all three domains of learning and the stepwise development of psychomotor skills which allows definition of weaknesses and planning of remediation.

Appropriate feedback enhances learning of skills and begins with clear definition of objectives and standards. Formative, timely, supportive, and balanced feedback as skills are developed should be a dialogue between student and teacher. It allows early identification and correction of potential weaknesses. Although skills transfer to the live model from the laboratory has been demonstrated, large-scale clinical studies particularly involving senior level learners are still required.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Cameron J. William Stewart Halstead: our surgical heritage. Ann Surg. 1997;225(5):445–58.

    Article  CAS  PubMed Central  PubMed  Google Scholar 

  2. Flexner A. Medical Education in the United States and Canada. A report to the Carnegie Foundation for the Advancement of Teaching (1910):Original document:http://wwww.carnegiefoundation.org/file/elibrary/Flexner_report.pdf. Accessed 12 Nov 2013.

  3. Scott DJ. Patient safety, competency and the future of surgical simulation. Simul Healthc. 2006;1(3):164–70.

    Article  PubMed  Google Scholar 

  4. Satawa RM. Emerging trends that herald the future of surgical simulation. Surg Clin North Am. 2010;90(3):623–33.

    Article  Google Scholar 

  5. Coleman JJ, Esposito TJ, Rozyki GS, Feliciano DV. Early subspecialization and perceived competence in surgical training: are residents ready? J Am Coll Surg. 2013;16(4):1764–71.

    Google Scholar 

  6. Fakhry SM, Watts DD, Michetti C, Hunt JP, EAST Multi-Institutional Blunt Hollow Viscous Injury Research Group. The resident experience in trauma: declining surgical opportunities and career incentives analysis of data from a large multi institutional study. J Trauma. 2003;54:1–8.

    Article  PubMed  Google Scholar 

  7. Bridges M, Diamond DL. The financial impact of teaching surgical residents in the operating room. Am J Surg. 1999;177:28–32.

    Article  CAS  PubMed  Google Scholar 

  8. Ali J, Ahmed N, Jacobs LM, Luk SS. The Advanced Trauma Operative Management (ATOM) course in a Canadian residency program. Can J Surg. 2008;51(3):185–9.

    PubMed Central  PubMed  Google Scholar 

  9. Jacobs LM, Burns KS, Keban JM. Development of and evaluation of the Advanced Trauma Operative Management Course. J Trauma. 2003;55:471–9.

    Article  PubMed  Google Scholar 

  10. Ali J, Sorvari A, Haskin D, Luchette F, Bowyer M. Potential role of the Advanced Surgical Skills for Exposure in Trauma (ASSET) course in Canada. J Trauma. 2011;71(6):1491–3.

    Article  PubMed  Google Scholar 

  11. Bowyer M, Kuhls DA, Haskin D, Sullee RA, Henry SM, Garcia GC, Luchette FA. Advanced Surgical skills for Exposure in Trauma (ASSET). The first 25 courses. J Surg Res. 2013;183(2):553–8.

    Article  PubMed  Google Scholar 

  12. Ali J, Sorvari A, Pandya A. Teaching emergency surgical skills for trauma resuscitation-mechanical simulator versus animal model. ISRN Emerg Med. 2012. http://dx.doi.org/10.5402/2012/259864

  13. Cherry RA, Ali J. Current concepts in simulation based trauma education. J Trauma. 2008;65(5):1186–93.

    Article  PubMed  Google Scholar 

  14. Gorman PI, Meier AH, Krummel TM. Simulation and virtual reality in surgical education. Arch Surg. 1999;134:1203–8.

    Article  CAS  PubMed  Google Scholar 

  15. Ali J, Sorvari A, Camera S, Kinach M, Mohammed S, Pandya A. Telemedicine as a potential medium for teaching the Advanced Trauma Life Support (ATLS) course. J Surg Educ. 2013;70(2):253–64.

    Article  CAS  Google Scholar 

  16. Okrainec A, Henao O, Azzie G. Telesimulation: an effective method for teaching fundamentals of laparoscopic surgery in resource-restricted countries. Surg Endosc. 2010;24(2):417–22.

    Article  PubMed  Google Scholar 

  17. Gagne RM, Briggs JJ, Wagner WW. Principles of instructional design. Fort Worth, TX: Harcourt Brace Jovanovich Publishers; 1992.

    Google Scholar 

  18. Bloom BS. Taxonomy of educational objectives handbook I. The cognitive domain. New York: David McKay Co Inc; 1956.

    Google Scholar 

  19. Harrow A. A taxonomy of the psychomotor domain. A guide for developing behavioral objectives. New York: David McKay Co Inc; 1972.

    Google Scholar 

  20. Krathwohl DR, Bloom BS, Mesia BB. Taxonomy of educational objectives, the classification of educational goals handbook I. The affective domain. NewYork: David McKay Co Inc; 1973.

    Google Scholar 

  21. Anderson LW, Krathwohl DR, Arasian PW, Kruikshank KA, Mayer RE, Pintrich PR, et al. A taxonomy of learning, teaching and assessing. A revision of bloom’s taxonomy of educational objectives. NewYork: Pearson, Allyn and Bacon; 2000.

    Google Scholar 

  22. Dave RH. In: Armstrong RJ, editor. Developing and writing behavioral objectives. Tucson Arizona, USA: Educational Innovators Press; 1975.

    Google Scholar 

  23. Romizowski A. The development of physical skills: instruction in the psychomotor domain (Chapter 19). In: Reigeluth CM, editor. Instructional design theories and models: a new paradigm of instructional theory, vol. II. Mahwah, NJ: Lawrence Erlbaum Association; 1999.

    Google Scholar 

  24. George JH, Doto FX. A simple five-step method for teaching clinical skills. Fam Med. (2001);33(8): 577–78.

    Google Scholar 

  25. American College of Surgeons. Advanced trauma life support instructor manual. 9th ed. Chicago, Illinois: American College of Surgeons; 2012.

    Google Scholar 

  26. Moulton CE, Dubrowski A, MacRae H, Graham B, Grober E, Reznick R. Teaching skills: what kind of practice makes perfect? Ann Surg. 2006;244(3):400–9.

    PubMed Central  PubMed  Google Scholar 

  27. Guadagnoli MA, Lee TD. Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. J Mot Behav. 2004;36:212–24.

    Article  PubMed  Google Scholar 

  28. Dubrowski A, Backstein D. The contributions of kinesiology to surgical education. J Bone Joint Surg Am. 2004;86:2778–81.

    PubMed  Google Scholar 

  29. Hattie J, Temperley H. The power of feedback. Rev Educ Res. 2007;77(1):81–112.

    Article  Google Scholar 

  30. Bing You RG, Trowbridge RL. Why medical educators may be failing at feedback. JAMA. 2009;302:1330–8.

    Article  CAS  PubMed  Google Scholar 

  31. Archer J. State of the science in Health Professional Education: effective feedback. Med Educ. 2010;44:101–8.

    Article  PubMed  Google Scholar 

  32. Scott DJ, Dunnington GL. The new ACS/APDS skills curriculum: moving the learning curve out of the operating room. J Gastrointest Surg. 2008;12(2):213–21.

    Article  PubMed  Google Scholar 

  33. Danzer E, Dumon K, Kolb G, Pray L, Selvan B, Resnick AS, Morris JB, Williams NN. What is the cost associated with the implementation and maintenance of an ACS/APDS-based surgical skills curriculum? J Surg Educ. 2011;68(6):519–25.

    Article  PubMed  Google Scholar 

  34. Seymour NE, Gallagher AG, Roman S. Virtual reality training improves operating room performance: results of a randomized, double-blind study. Ann Surg. 2002;236:458–63.

    Article  PubMed Central  PubMed  Google Scholar 

  35. Hyltander A, Liljegren E, Rhodin PH, Lonroth H. The transfer of basic skills learned in a laparoscopic simulator to the operating room. Surg Endosc. 2002;16:1324–30.

    Article  CAS  PubMed  Google Scholar 

  36. Szalay D, MacRae H, Regehr G, Reznick R. Using operative outcome to assess technical skill. Am J Surg. 2000;180:234–7.

    Article  CAS  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Toronto, 55 Queen St. East, Room 402, Toronto, ON, Canada, M5C1R6

    Jameel Ali MD, MMEd, FRCSC, FACS

Authors
  1. Jameel Ali MD, MMEd, FRCSC, FACS
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jameel Ali MD, MMEd, FRCSC, FACS .

Editor information

Editors and Affiliations

  1. Winnipeg, Manitoba, Canada

    Lawrence M. Gillman

  2. Department of Surgery, University of Alberta, Edmonton, Alberta, Canada

    Sandy Widder

  3. School of Medicine, University of South Carolina, Columbia, South Carolina, USA

    Michael Blaivas MD

  4. Department of Internal Medicine, University of South Carolina, Columbia, South Carolina, USA

    Dimitrios Karakitsos

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Ali, J. (2016). Teaching Technical and Procedural Skills. In: Gillman, L., Widder, S., Blaivas MD, M., Karakitsos, D. (eds) Trauma Team Dynamics. Springer, Cham. https://doi.org/10.1007/978-3-319-16586-8_38

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-16586-8_38

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-16585-1

  • Online ISBN: 978-3-319-16586-8

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation