Orthopaedic Resident Education—It’s a Whole New Game<subtitle>“If I’m Going to Be a Spine Surgeon, Why Do I Need to Learn How to Reconstruct an Anterior Cruciate Ligament?”</subtitle><subtitle>AOA Critical Issues</subtitle>
The Journal of Bone and Joint Surgery (American), 2012
The evolving paradigm of orthopaedic resident education is a frequent area of discussion among th... more The evolving paradigm of orthopaedic resident education is a frequent area of discussion among those responsible for resident training. Although the body of knowledge and treatment options for patients with musculoskeletal disease steadily expand, the work-hour restrictions implemented within the past decade limit the actual experiential opportunity for residents. In addition, new expectations, based on the “core competencies”1 in the United States and the “CanMEDS”2 Physician Competency Framework in Canada, have been established for the educator. We appreciate the differences between these two philosophies of resident education but believe extensive common ground exists among the challenges. While attempting to adjust to these requirements, many believe the balance in the missions of the academic orthopaedist has changed. Declining professional fee reimbursement; changing practice models, including the integration of physicians into hospital employment relationships; and an increasing role of midlevel healthcare providers have the potential to de-emphasize our teaching focus and passion. Finally, in addition to orthopaedic knowledge and clinical skills, many differences exist between the educator and orthopaedic resident. Although it would be inappropriate to label any one individual with a collection of attributes related to birth year, sociologists and educators agree that the current generation views the balance between professional and work life differently than do most individuals in a position of senior leadership in academic orthopaedic departments3-6. Technology has become an integral component in the way in which residents learn, and residents often believe that they can use that technology to instantaneously find solutions to unanswered questions. There is also a perception that residents, during their training and on the basis of their fellowship match, begin to view themselves as future specialists who don’t really need to learn the fundamentals of orthopaedics beyond their anticipated area of discipline. Thus, a resident might ask, …
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Papers by Stephen Pinney