Teaching and proficiency assessment for arthroscopy in veterinary surgery: A 2017 survey of diplomates and residents of the American and European College of Veterinary Surgeons

• Published in: Veterinary surgery 2018-11, Vol.47 (8), p.E70-E78
• Main Authors: Maurin, Marie‐Pauline, Pozzi, Antonio, Bleedorn, Jason, McNally, Turlough P., Cuddy, Laura C.
• Format: Article
• Language: English
• Subjects: Animals; Arthroscopy; Arthroscopy - education; Arthroscopy - veterinary; Clinical Competence; Demographics; Demography; Education, Veterinary; Europe; Humans; Identification methods; Internship and Residency; Medical personnel; Morbidity; Population (statistical); Program Evaluation; Simulation; Simulation Training; Simulators; Skill development; Skills; Societies, Veterinary; Statistical analysis; Surgeons; Surgery; Surveys and Questionnaires; Training; Training simulators; Triangulation; United States; Variance analysis; Veterinary medicine; Veterinary surgeons
• ISSN: 0161-3499; 1532-950X
• DOI: 10.1111/vsu.12951

Objective To determine current methods of arthroscopic skills training and proficiency assessment, identify skills considered fundamental to arthroscopy, and evaluate desire for a formal training and assessment program. Study design Anonymized electronic survey. Sample population Diplomates and residents of the American College of Veterinary Surgeons (ACVS) and European College of Veterinary Surgeons (ECVS). Methods An electronic survey was distributed in commercial software (Qualtrics, Provo, Utah). Questions were divided into 4 categories: (1) demographics, (2) arthroscopy experience, (3) teaching, and (4) proficiency assessment. Descriptive statistical analysis was performed. Comparisons between groups were performed by using χ2, t tests, and 1‐way ANOVA (P ≤ .05). Results In total, 429 diplomates and 149 residents responded (response rate 28%). Overall, 80% of respondents trained using clinical cases. Barriers to simulator training included cadaver/simulator availability and time. Skills deemed most fundamental included anatomic knowledge, precise portal placement, triangulation, and image orientation. Overall, 90% of respondents supported a formal training program with requirement to demonstrate proficiency; 80% believed this should be part of standard ACVS/ECVS residency training. Conclusion Arthroscopic skills are taught by using clinical cases, with subjective proficiency assessment. Fundamental skills are those that may be taught using simulators. There is enthusiasm for formal arthroscopic skills training and assessment. Clinical significance Improved acquisition and assessment of fundamental arthroscopic skills is indicated. A validated methodology for formal training using simulators, minimizing morbidity, and facilitating objective evaluation is warranted. This is the first phase of a project to develop and validate a simulator program.