Study of the performance of resident surgeon-in-training during distal fibula lateral plate placement according to 2 learning methods: naive practice versus deliberate practice.

introductionHistorically, surgical training has been primarily carried out in the operating theatre, using mentoring for the surgical resident to reach the appropriate skill level (3/5). Other surgical training methods also improve performance, but do not always lead to the highest level of expertise (5/5). Another training method, sometimes termed- deliberate practice, by setting objectives based on feedback, may be more effective. In this study we compared resident learning of osteosynthesis for a fibular fracture model between deliberate practice and traditional teaching or naive practice. The main hypothesis was that deliberate practice would result in better objective performance, better subjective performance and reduced stress levels. MATERIALS AND

methodsThe study involved a level 3 expert and ten level 1 surgeon-in-training subjects divided into two groups naive practice and deliberate practice. Each subject placed 5 plates on a synthetic fibula model. The deliberate practice group received feedback from the expert after each trial. Stress level was measured using the Analgesia Nociception Index (ANI). Objective performance was assessed by OSATS and subjective performance by self-assessment.

resultsBased on initial performance measurements, the two groups were comparable. The mean progression of objective performance over the five osteosynthesis was 10.3 in the naive practice group and 17.1 in the deliberate practice group, with a strong difference in favor of the deliberate practice group. Subjective performance and ANI improved in both groups, with no significant difference. DISCUSSION: The main hypothesis was disproven: the improvement in objective performance was not significantly greater (< 97.5%) with deliberate practice. However, there was a substantial difference in favor of the deliberate practice group (93%). Secondary hypotheses were not proven too, as neither PS nor ANI were affected by deliberate practice. In conclusion, deliberate practice complements mentoring but must adhere to strict guidelines to be effective: level 5 expertise, precise criteria for defining OSATS, and the use of high- profile simulators.