The New Paradigm of Continuing Medical Education in Surgery

Continuing medical education in surgery has traditionally been time-based, with little emphasis on operative competence. However, the new paradigm is based on competency and includes 360-degree education with the surgeon, other surgical team members, patients, and their families.

The best practice for surgical education is to augment the existing didactic curriculum with more hands-on and interactive experiences. As society grows more demanding, surgeons need more of the right kind of skills. To make this happen, the surgical community must look hard at what works and what doesn't. Luckily for the profession, many innovations are coming down the pipeline. Here are some of them:

One such innovation is the use of a "transparent" logbook. This not only helps prevent blunders in the surgical suite but also allows the attending to have a closer look at what the residents are doing. Another noteworthy improvement is the addition of a first assistant column in the M& M logs. These changes have been shown to reduce missed cases by as much as 50%.

Other notable achievements include the introduction of a standardized surgical skills rubric. Unlike the old standby tally sheets, these have been validated globally. These innovations will no doubt improve the operative experience of the next generation of surgeons.

Competency-based continuing professional development in surgery focuses on the measurable improvement of a physician's competencies. These goals include improving the quality of patient care and enhancing care safety. To successfully implement this program, it is vital to develop a coherent and integrated assessment system that evaluates a physician's performance.

For this purpose, it is necessary to define the course's objectives, mission, and learning objectives. The curriculum should also include a list of tasks and learning components. It should also be structured to allow for individualized educational goals.

To design the CPD program, it is vital to consider the surgical education framework. This framework is based on the consensus expert opinion of medical experts in the field.

Practicing surgeons should have access to various continuous professional development (CPD) activities. However, to achieve a successful program, it is vital to integrate these activities with the PBLI (practice-based learning and improvement) cycle.

This is a four-step process that involves the following: engaging in learning, identifying areas for improvement, applying new knowledge, and reflecting on the progress. Practitioners will need to be equipped with the expertise to review and analyze the data and identify performance gaps and development opportunities.

In the last century, medical education was a largely time-based affair. Students were placed in programs for a fixed time and developed competence for the training. A few specialty programs use the latest in educational technology. Some of the more progressive programs are making a switch to a competency-based system.

Educators have debated over the merits of this latest fad. Some physicians are staunchly opposed to such changes. However, many educational institutions have already made a move. Similarly, some residency specialties are testing this new model this fall as part of a pilot program.

Various forms of competency-based learning are touted as the next big thing in medical education. One such example is the concept of "i-Docs," a digital portfolio of physician competencies. According to one prominent industry insider, these will be available on November 1st.

On the other hand, several scavenger hunt-style programs hark back to the days when physicians were required to submerge themselves in the requisite four years before they could practice.

There are several advantages of involving the surgeon, other surgical team members, patients, and families in 360-degree education. Such training can facilitate a more effective and efficient team, improve patient compliance with treatment, and decrease complications.

The Department of Surgery values the input of residents and faculty in surgery education. It also encourages teaching excellence. This can be accomplished through hands-on and interactive strategies, such as skills labs, simulation training, reading assignments, and Web-based materials.

The department fosters transparency in appointment processes and rewards individual faculty members for their achievements. It also encourages all categorical residents to participate in research fellowships during residency. During residency, urology residents care for patients in inpatient and outpatient settings and perform preoperative, perioperative, and postoperative tasks.

During the two-year cycle, residents are oriented on the basics of surgery, including anatomy and physiology, non-operative trauma, pediatric surgery, vascular system, abdominal contents, soft tissues, endocrine surgery, and head and neck surgery. These essential areas are addressed through various educational conferences, such as grand rounds and clinical and education seminars.