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Consumer-available virtual-reality technology was launched in 2016 with strong foundations in the entertainment-industry. We developed an innovative medical-training simulator on the Oculus™ Gear-VR platform. This novel application was developed utilising internationally recognised Advanced Trauma Life Support (ATLS) principles, requiring decision-making skills for critically-injured virtual-patients. Participants were recruited in June, 2016 at a single-centre trauma-course (ATLS, Leinster, Ireland) and trialled the platform. Simulator performances were correlated with individual expertise and course-performance measures. A post-intervention questionnaire relating to validity-aspects was completed. Eighteen(81.8%) eligible-candidates and eleven(84.6%) course-instructors voluntarily participated. The survey-responders mean-age was 38.9(±11.0) years with 80.8% male predominance. The instructor-group caused significantly less fatal-errors (p < 0.050) and proportions of incorrect-decisions (p < 0.050). The VR-hardware and trauma-application's mean ratings were 5.09 and 5.04 out of 7 respectively. Participants reported it was an enjoyable method of learning (median-6.0), the learning platform of choice (median-5.0) and a cost-effective training tool (median-5.0). Our research has demonstrated evidence of validity-criteria for a concept application on virtual-reality headsets. We believe that virtual-reality technology is a viable platform for medical-simulation into the future.

Background Standardized training for orthopedic and traumatology residents is a crucial component of postgraduate medical education. Traditional teaching methods, such as Lecture-Based Learning (LBL), often fail to stimulate student initiative and clinical thinking. To address this, our study aimed to explore the effectiveness of a combined Problem-Based Learning (PBL) and Standardized Patients (SP) teaching method in enhancing the clinical skills and self-learning abilities of orthopedic residents. Methods A randomized controlled trial was conducted with 59 orthopedic residents from three medical institutions in China. The participants were randomly divided into a control group ( n  = 29) receiving traditional LBL combined with SP and a study group ( n  = 30) receiving PBL combined with SP. Both groups were instructed on common orthopedic diseases for 21 h. Teaching effectiveness was assessed through self-designed electronic questionnaires, classroom performance metrics, and final exams. Results Compared with the control group, the study group demonstrated significantly greater levels of self-study initiative, teamwork ability, classroom learning efficiency, learning interest, and clinical processing ability ( P  < 0.05). The study group also showed greater improvement in their ability to handle clinical problems and had higher postclass knowledge retention and learning interest scores ( P  < 0.05). Practical exam scores and overall scores were significantly higher in the study group ( P  < 0.05), although written exam scores did not differ significantly. Conclusions The combined PBL and SP teaching method was found to be superior to traditional LBL in improving the clinical skills and self-learning abilities of orthopedic residents. This approach enhances student engagement, clinical thinking, and overall educational outcomes, suggesting that it is a valuable addition to orthopedic resident training programs.

Gender and sex disparities persist in orthopaedic and traumatology surgery, making it one of the least diverse medical specialties worldwide. Despite growing women representation in medical education, women continue to be significantly underrepresented in orthopaedics, occupying only 6–8% of surgical roles. This underrepresentation extends to academic leadership, research, and public speaking opportunities, ultimately limiting innovation and the quality of patient care. Systemic barriers—such as gender bias, lack of mentorship, and misperceptions about physical demands—discourage women from entering and advancing in the field. This manuscript explores the current landscape of gender inequality in orthopaedics and identifies strategic interventions to promote equity. Solutions include enhancing recruitment through early exposure, fostering inclusive institutional cultures, expanding mentorship and sponsorship opportunities, and implementing supportive policies for work-life integration. In patient care, disparities in diagnosis, pain management, surgical decision-making, and rehabilitation access disproportionately impact women. We advocate for the development of gender-inclusive clinical guidelines, equitable research funding, and standardized assessment tools. Additionally, the role of public awareness is examined, emphasizing the need to highlight success stories, engage male allies, and conduct outreach through educational and community initiatives. Programs such as the Perry Initiative, Nth Dimensions, and campaigns like HeForShe are shown to play pivotal roles in shifting perceptions and increasing diversity. Addressing these disparities is not only a matter of justice but also essential to achieving excellence in clinical outcomes. This article offers a comprehensive framework for fostering gender and sex equality in orthopaedic and traumatology surgery through systemic, cultural, and policy-level change.

Trauma educational opportunities for general surgery residents in Canada are uncharacterized. We aimed to characterize these opportunities for and identify factors associated with such opportunities. We performed a prospective cross-sectional study characterizing trauma educational opportunities within Canadian trauma programs. Data were collected during 1 summer week and 1 winter week. We summarized educational opportunities by trauma site and season and used multivariable modelling to evaluate factors associated with increased likelihood of procedure opportunities. Nine academic trauma centres participated. Most consults (93.9%) and trauma team activations (TTAs) (72.3%) were for blunt injuries, and most presentations were during the summer (67.2% TTAs + consults, 69.3% TTAs). Trauma services cared for a median of 14 (interquartile range [IQR] 10–20) inpatients, 4 (IQR 1–6) patients in the intensive care unit, and 0 (IQR 0–2) patients admitted to another service but subsequently followed by a trauma physician (i.e., consulting patients), which varied across hospitals (p < 0.001). Consult, TTA, nonoperative, and operative procedure volumes varied across sites. The most common operative procedures were laparotomies (36.4%), with 1.33 laparotomies per week per site. For nonlaparotomy operations, the maximum volume was 6 over 2 weeks. More operations occurred during summer (74.2%) than winter. Multivariable modelling determined that penetrating mechanisms (odds ratio [OR] 1.87, 95% confidence interval [CI] 1.11–3.15) and TTAs with a trauma surgeon present (OR 2.37, 95% CI 1.59–3.54) were associated with increased likelihood of procedures. Trauma educational opportunities remain heterogeneous across Canada. Higher volumes of patients with trauma were seen during the summer. Penetrating mechanism and TTAs with a trauma surgeon present appear to increase opportunities to perform procedures. Our results can inform general surgery training programs to optimize resident trauma training in Canada. Les possibilités de formation en traumatologie pour les résidentes et les résidents en chirurgie générale au Canada n’ont pas été caractérisées. Nous avons voulu remédier à cette lacune et identifier les facteurs associés à ces possibilités. Nous avons procédé à une étude prospective transversale pour caractériser les possibilités de formation en traumatologie au sein des programmes canadiens de traumatologie. Les données ont été recueillies durant 1 semaine l’été et 1 semaine l’hiver. Nous avons compilé les possibilités de formation par site et par saison et appliqué un modèle d’analyse multivariée pour évaluer les facteurs associés à une probabilité plus grande d’interventions. Neuf centres universitaires de traumatologie y ont participé. Les motifs de la plupart des consultations (93,9 %) et activations des équipes de traumatologie (AÉT) (72,3 %) concernaient des blessures contondantes, et survenaient en majorité l’été (67,2 % AÉT + consultations, 69,3 % AÉT). Les services de traumatologie ont soigné un nombre médian de 14 (écart interquartile [ÉI] 10–20) patients hospitalisés, 4 (ÉI 1–6) patients à l’unité des soins intensifs, et 0 (ÉI 0–2) patients hospitalisés dans d’autres services, mais suivis ou ayant consulté en traumatologie; ce nombre variait d’un hôpital à l’autre (p < 0,001). Les volumes de consultations, d’AÉT, et d’interventions chirurgicales ou autres variaient aussi selon les sites. Les interventions chirurgicales les plus fréquentes étaient des laparotomies (36,4 %), soit 1,33 laparotomie par semaine et par site. Pour les autres interventions, le volume maximum a été de 6 par 2 semaines. Les interventions ont été plus nombreuses l’été (74,2 %) que l’hiver. Un modèle d’analyse multivariée a permis de déterminer que les blessures pénétrantes (rapport des cotes [RC] 1,87, intervalle de confiance [IC] de 95 % 1,11–3,15) et les AÉT avec chirurgienne ou chirurgien traumatologue sur place (RC 2,37, 95 % CI 1,59–3,54) ont été associées à une plus grande probabilité d’interventions. Les possibilités de formation en traumatologie restent hétérogènes au Canada. Les volumes de patients vus en traumatologie ont été plus grands l’été. Les traumatismes pénétrants et les AÉT avec chirurgienne ou chirurgien traumatologue sur place semblent propices aux interventions. Nos résultats pourraient aider à orienter les programmes de formation en chirurgie générale afin d’optimiser la formation des résidentes et des résidents en traumatologie au Canada.

Purpose The purpose of this study was to identify modifiable factors associated with research activity among residents working in orthopedic surgery and traumatology. Methods Residents at 796 university-affiliated hospitals in Austria, Germany, and Switzerland were invited to participate. The online survey consisted of questions that ascertained 13 modifiable and 17 non-modifiable factors associated with the residents’ current research activities. Responses of 129 residents were analyzed. Univariate linear regression was used to determine the association of individual factors with the current research activity (hours per week). The impact of significant non-modifiable factors (with unadjusted p values < 0.05) was controlled for using multivariate linear regression. Results The univariate analysis demonstrated six non-modifiable factors that were significantly associated with the current research activity: a University hospital setting ( p  < 0.001), an A-level hospital setting ( p  = 0.024), Swiss residents ( p  = 0.0012), the completion of a dedicated research year ( p  = 0.007), female gender ( p  = 0.016), and the department’s size ( p  = 0.048). Multivariate regression demonstrated that the number of protected research days per year ( p  < 0.029) and the percentage of protected days, that were known 1 week before ( p  < 0.001) or the day before ( p  < 0.001), were significantly associated with a higher research activity. Conclusions As hypothesized, more frequent and predictable protected research days were associated with higher research activity among residents in orthopedic surgery and traumatology. Level of evidence III.

Trauma has significant effects on individuals' health. Nurses are well-positioned to deliver trauma-informed care; however, there is a lack of trauma nursing education. The development of trauma education in nursing is just beginning; therefore, it is unclear what details should be integrated into nursing courses. CINAHL, PsycINFO, MEDLINE, PubMed, and Google Scholar databases were searched to identify theoretical and empirical literature regarding trauma-information educational practices in health sciences. Given that different disciplines have their specific training goals and requirements, trauma-related course goals, content, format, and structure are distinct and unique across disciplines. Educators in health sciences developed guidelines for trauma curricula and strategies for maintaining classroom safety. Trauma curricula in other health science disciplines provide a framework for creating trauma curricula in nursing programs. More groundwork is needed to integrate trauma into nursing education. [J Nurs Educ. 2019;58(2):93-101.].

The Kampala Advanced Trauma Course (KATC) was developed in 2007 due to a locally identified need for an advanced trauma training curriculum for the resource-constrained setting. We describe the design, implementation and evaluation of the course. The course has been delivered to over 1,000 interns rotating through surgery at Mulago National Referral Hospital. Participants from 2013 to 2016 were surveyed after completion of the course. The KATC was developed with local faculty and includes didactic and simulation modules. Over 50% of survey respondents reported feeling confident performing and teaching 7 of 11 course skills and felt the most relevant skill was airway management(30.2%). Participants felt least confident managing head trauma(26.4%). Lack of equipment(52.8%) was identified as the most common barrier to providing trauma care. Providers are confident with most skill sets after taking the KATC. Minimal dependence on instructors from high-income countries has kept the course sustainable and maximized local relevance. •The KATC fills important gaps in trauma training in Uganda.•Trauma training must fit the local context.•Participants were comfortable performing most skills after the course.•Lack of equipment was the most common barrier to providing care.•Local ownership of the course has facilitated sustainability.

Purpose The European Society for Sports traumatology, Knee surgery and Arthroscopy (ESSKA) identified the need to develop a core curriculum for clinical specialists that work within the interest areas of ESSKA. A research-based approach was used to define a set of core competencies which could be used to map all of their educational activities, resources and development priorities. This paper describes the aims, development, results and implications of this competency-based core curriculum for orthopaedic conditions relevant to ESSKA members. Methods A Core Curriculum Working Group, with leaders and other experts representing the main specialist areas within ESSKA, reviewed existing curricula and the literature in their own specialist areas. Applying expert group methodology, they iteratively developed a draft list of 285 core competencies for Orthopedic specialists within 6 specialist areas of Knee, Shoulder, Foot/Ankle, Hip, Elbow/Forearm and Sports/Exercise. All ESSKA members were then asked to comment and rate the importance of these competencies, and the Working Group used these findings to critically review and refine the curriculum. Results The expert groups defined 56 competencies related to 10 Knee pathologies; 67 related to 15 Shoulder pathologies; 45 related to 9 Foot/Ankle pathologies; 41 related to 6 Hip pathologies; and 34 related to 12 Elbow/Forearm pathologies and 42 related to 8 Sports/Exercise pathologies. Survey respondent mean ratings were at least ‘Important’ for all competencies, and the Working Group used these results to separate the competencies into three levels of importance. Conclusion A competency-based core curriculum for Orthopedic specialists was achieved through a systematic and scholarly approach, involving both expert opinion and engagement of the wider ESSKA membership, identifying 285 treatment competencies in 6 specialist areas. It is now being used to guide educational and strategic development for ESSKA and should also be of interest to the wider orthopedic and sports medicine communities.

Background Emergency medical teams (EMTs) frequently provide surgical care after sudden-onset disasters (SODs) in low- and middle-income countries. The purpose of this review is to describe the types of surgical procedures performed by EMTs with general surgical capability in order to aid the recruitment and training of surgeons for these teams. Methods A search of electronic databases (PubMed, MEDLINE, and EMBASE) was carried out to identify articles published between 1990 and 2018 that describe the type of surgical procedures performed by EMTs in the impact and post-impact phases of a SOD. Further relevant articles were obtained by hand searching reference lists. Results A total of 16 articles met the inclusion criteria. Articles reporting on EMTs from a number of different countries and responding to a variety of SODs were included. There was a high prevalence of procedures for extremity soft tissue injuries (46.8%) and fractures (28.3%), although a number of abdominal and genitourinary/obstetric procedures were also reported. Conclusions Based upon this review, deployment of surgeons or teams with experience in the management of soft tissue wounds, orthopaedic trauma, abdominal surgery, and obstetrics is recommended.