title: Disruptive visions: surgical education.
abstract: Technological change, decreased financial support for medical education, and social oversight (in the form of the "To Err Is Human" report, HIPPA, and reduced work hours) are forcing a rethinking of the traditional model of surgical education to improve patient safety. New approaches to evaluating surgical competence, such as objective assessment, in combination with new technologies, such as the Internet and surgical simulators, provide the tools to effect a revolution in surgical education and training. Competency based upon quantifiable criteria measures must replace the traditional subjective assessment. The implementation requires accurately defining the elements of training, establishing new quantifiable metrics, stringently measuring performance against criterion, and reporting outcomes throughout the career of a surgeon.
authors.affiliation: Department of Surgery, University of Washington School of Medicine, 1959 NE Pacific St., Seattle, WA 98195, USA. richard.satava@u.washington.edu
authors.forename: R M
authors.initials: RM
authors.lastname: Satava
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D004501:Education, Medical / Q000639:trends*; D018961:Educational Technology / Q000639:trends; D013502:General Surgery / Q000193:education*; D006801:Humans; D013514:Surgical Procedures, Operative / Q000193:education*; D014481:United States