Home About us Contact
|
Home About us Contact | ||
|
|
||
Surgical Education (surgical + education)
Selected AbstractsUPDATE: ADVANCES IN SURGICAL EDUCATIONANZ JOURNAL OF SURGERY, Issue 4 2008The Editors No abstract is available for this article. [source] A NEW SURGICAL EDUCATION AND TRAINING PROGRAMMEANZ JOURNAL OF SURGERY, Issue 7 2007John P. Collins Educating and training tomorrow's surgeons has evolved to become a sophisticated and expensive exercise involving a wide range of learning methods, opportunities and stakeholders. Several factors influence this process, prompting those who provide such programmes to identify these important considerations and develop and implement appropriate responses. The Royal Australasian College of Surgeons embarked on this course of action in 2005, the outcome of which is the new Surgical Education and Training programme with the first intake to be selected in 2007 and commence training in 2008. The new programme is competency based and shorter than any designed previously. Implicitly, it recognizes in the curriculum and assessment development and processes, the nine roles and their underpinning competencies identified as essential for a surgeon. It is an evolution of the previous programme retaining that which has been found to be satisfactory. There will be one episode of selection directly into the candidate's specialty of choice and those accepted will progress in an integrated and seamless fashion, provided they meet the clinical and educational requirements of each year. The curriculum and assessment in the basic sciences include both generic and specially aligned components from the commencement of training in each of the nine surgical specialties. Born of necessity and developed through extensive research, discussion and consensus, the implementation of this programme will involve many challenges, particularly during the transition period. Through cooperation, commitment and partnerships, a more efficient and better outcome will be achieved for trainees, their trainers and their patients. [source] Surgical Education is SafeJOURNAL OF CARDIAC SURGERY, Issue 1 2008Terrence Liu M.D. No abstract is available for this article. [source] Re: An evaluation of the inaugural year of the Surgical Education and Training Programme in General Surgery: the South Australian experienceANZ JOURNAL OF SURGERY, Issue 7-8 2010Hajir Nabi MBBS No abstract is available for this article. [source] Nurturing of surgical careers by the wellington surgical interest clubANZ JOURNAL OF SURGERY, Issue 4 2009Sanket Srinivasa The Royal Australasian College of Surgeons (RACS) has recently introduced the new Surgical Education and Training programme. The purpose of this was, in part, to help address the anticipated shortage of surgeons in the future, by streamlining the surgical training programme. The formation of the Wellington Surgical Interest Club (WSIC), a student-led initiative, had several complementary goals. These included the desire to identify potential candidates for a career in surgery, promote a surgical career to students especially women, help students acquire basic surgical skills early, inform students about surgical careers, promote student involvement in surgical research and to create an effective mentorship model during undergraduate and junior surgical training. The strengths of WSIC are its goals, which are similar to those of the RACS with regard to promoting surgery as a career option; its easy reproducibility at other medical institutions; its ability to focus on issues of relevance to both students and junior doctors; and being a bridging solution at a time when early exposure to surgical specialties is both desired and necessary. [source] A NEW SURGICAL EDUCATION AND TRAINING PROGRAMMEANZ JOURNAL OF SURGERY, Issue 7 2007John P. Collins Educating and training tomorrow's surgeons has evolved to become a sophisticated and expensive exercise involving a wide range of learning methods, opportunities and stakeholders. Several factors influence this process, prompting those who provide such programmes to identify these important considerations and develop and implement appropriate responses. The Royal Australasian College of Surgeons embarked on this course of action in 2005, the outcome of which is the new Surgical Education and Training programme with the first intake to be selected in 2007 and commence training in 2008. The new programme is competency based and shorter than any designed previously. Implicitly, it recognizes in the curriculum and assessment development and processes, the nine roles and their underpinning competencies identified as essential for a surgeon. It is an evolution of the previous programme retaining that which has been found to be satisfactory. There will be one episode of selection directly into the candidate's specialty of choice and those accepted will progress in an integrated and seamless fashion, provided they meet the clinical and educational requirements of each year. The curriculum and assessment in the basic sciences include both generic and specially aligned components from the commencement of training in each of the nine surgical specialties. Born of necessity and developed through extensive research, discussion and consensus, the implementation of this programme will involve many challenges, particularly during the transition period. Through cooperation, commitment and partnerships, a more efficient and better outcome will be achieved for trainees, their trainers and their patients. [source] An academy of surgical educators: sustaining education , enhancing innovation and scholarshipANZ JOURNAL OF SURGERY, Issue 1-2 2010John P. Collins Abstract Context:, The aims of surgical education, training and professional development programmes are to ensure surgeons will provide high quality health care throughout their professional lives. Development and delivery of these programmes requires a mixture of surgeons with a different but complimentary range of competencies in medical education, all eager to facilitate learning and support educational scholarship. Methods:, The Royal Australasian College of Surgeons has undertaken a major review of the challenges, risks and opportunities surrounding the development and delivery of its education and continuing professional development programmes. Results:, Conflicting demands on surgeons' time have compromised their availability for educational activities. At the same time, a decline has occurred in the recognition and value of teaching and educational scholarship as a consequence of financial rewards and prestige now coming principally from patient care and biomedical research. New educational methods have been introduced which have added to the complexities involved and the level of commitments required. In response, the College and its surgical specialty partners have established an Academy of Surgical Educators as a resource for the nine specialties of surgery. It will promote high quality patient care by providing expert educational leadership, guidance and advice and through the advancement and application of educational scholarship. Conclusion:, The establishment of the Academy serves as a powerful symbol of the importance the College places on its core responsibility as an educational body. Working in association with the University Departments of Surgery throughout Australia and New Zealand, the Academy will better equip the College and its partner Specialist Societies and Associations to meet and sustain the increasingly sophisticated requirements involved in higher education. [source] Managing the complexity of change in postgraduate surgical education and trainingANZ JOURNAL OF SURGERY, Issue 3 2009David J. Hillis Abstract Pressure of workforce shortages, educational reform, heightened regulatory requirements and increased community expectations and scrutiny, has led to demand for substantial change in the provision of surgical education and training. The Royal Australasian College of Surgeons has responded positively to these external factors through an extensive review of local and worldwide practice and opinion, providing ongoing realignment of its governance and committee structure, substantially adjusting the structure of its educational program and increasing the educational support to trainees and supervisors. The College looks to the Council and its senior Fellows to create the direction and drive, but these changes need to be supported and implemented with care by the management and administrative staff of the College and specialist societies. This is in an opinion-rich zone with substantial regulatory scrutiny. [source] Training in minimally invasive surgery: An Asian perspectiveASIAN JOURNAL OF ENDOSCOPIC SURGERY, Issue 3 2009D Lomanto Abstract Minimally invasive surgery, which requires a different approach than used in the past, has created a revolution not only in surgical practice but also in surgical education. To overcome the challenges and difficulties of minimally invasive surgery, training needs to be done outside the operating room and away from the patient. New educational tools have emerged in the form of surgical simulators, including trainer boxes, virtual reality simulators and hybrid simulators. Many studies have confirmed the effectiveness of both box trainers and virtual reality simulators for surgical education. The integration of simulators into a structured laparoscopic skills curriculum creates an ideal training ground for acquiring the necessary skills for minimally invasive surgery. It has also been proven that this training model is effective for transferring acquired skills into the clinical setting. [source] | ||||||||||