The Pros And Cons Of Deliberate Practise

The ultimate goal for myself, and the initial reason for studying with the Distance Learning Centre, is to become an Operating Department Practitioner(ODP). The role will involve working within operating theatres inside hospitals to support patients throughout their time during certain operations, or ‘periopertive journey’ (Health Education England, 2014b). I came to the decision to focus on making this my chosen career in November 2012 through word of mouth and a significant amount of research. The profession carries an extensive list of positives and negatives, along with how well it fits my personality and previous experiences; despite never working within the health sector previously.

Practice is beneficial only if the person genuinely is interested in what they are doing. Raymond T. Hightower, president of WisdomGroup software company states, “The elite don’t just work harder than everybody else. At some point the elites fall in love with practice to the point where they want to do little else.” Those people

Practice can be the key to improving. In every area of education, in every sport, with every musical activity, anything that requires a good performance, those who practice tend to understand the material more. Malcolm Gladwell in his book Outliers states just how important this can be. Going off of the idea that “practice makes perfect”, his entire second chapter is dedicated to persuading his audience to believe 10,000 hours is what it takes to succeed. Examples Gladwell provides include how Mozart didn’t create his greatest works until later in his life after he had gained experience, how the Beatles performed in multiple practice concerts in Hamburg, Germany before becoming musical sensations, and how Bobby Fischer and chess grandmasters

The habits of mind might better be termed the habits of a perfected mind since most have not acquired all of these habits. The two selected for this paper are persistence and precision. Both are difficult to embed because they require disciple and mental toughness. This paper discusses the connection between the two and how they can be defeated if a student is distracted from them.

A 2002 retrospective study from Japan showed that ophthalmology trainees can successfully learn temporal incision phacoemulsification and aspiration with both hands with little difference in complications and outcomes.9 This study also suggested that the non-dominant hand can achieve satisfactory surgical skills by training.9 In simulated surgery however, Park and colleagues demonstrated simulated microsurgery with the non-dominant hand to be less efficient, less safe, and slower than that with the dominant hand.8 That study however, did not document change in performance after structured simulator training on each hand. Although virtual reality simulation training using a specific curriculum on the EyeSi simulator has been shown to reduce the rate of errant capsulorhexes, it has not been studied separately for dominant and non-dominant hands.17 Ours is likely to be the first study documenting improved performance in non-dominant hands after structured virtual reality training, and importantly, a greater learning curve in the ND compared to the D hand. Our results suggests that a structured VRS training for capsulorhexis results in significantly improved outcomes in terms of overall scores, capsulorhexis shape and size, effective use of instruments (as measured per odometer and performance times) in both dominant and non-dominant hands across all levels of expertise among participants, and that trend toward improvement is more marked in the non-dominant hand. As expected, we found that repetition (# times the tasks is performed) of tasks improves the performance, regardless of whether you are a trainee or attending, and regardless of whether you use your dominant or non-dominant hand. Perhaps, targeted curricula for the non-dominant hand could bring the ND hand performance level up to that of the operator’s D

As a musician, I view medicine as a career path that reflects my identity: someone who pays attention to the meticulous details of my craft. One of my favorite activities is setting up my guitars, a monthly process that involves changing the strings, checking for intonation, adjusting the action of the fretboard, and polishing. I do so with the utmost attention to detail. This takes hours, yet I gain a sense of satisfaction from it, knowing that my guitars are in optimal playing condition. I know that whoever hears my music will hear it in its best form and I hope that they leave feeling profoundly impacted. I saw this same dedication and attention to detail during my shadowing experiences in the operating room as I watched a team of doctors and nurses prepare a room for surgery: lining the room with sterile drapes and intubating the patient. I was told that this long and seemingly tedious process was so crucial to preventing infection as well as to ensure that the surgery runs

The ideal practice for me is one where I may directly apply my experiences during my recent years of formal and informal education. The major components that will be integrated into my medical career are conducting pragmatic research, aiding underserved communities, and maintaining sustained patient interactions.

There are three types of simulation and they are, Low-fidelity simulation Intermediate-fidelity simulation and High-fidelity simulation (HFS) is help to experiential learning using life-size manikins with actual physiological responses, and sophisticated interactive ability in realistic scenarios. Students can make, detect and correct patient care errors without negative consequences(Nagle, McHale, Alexander, & French, 2009). High-fidelity simulation help to support the trainees confidence and competence from the theory to the clinical environment. (Bambini, Washburn, & Perkins, 2009)The simulations support discussions among the trainees, which concern on different aspects of their professional practice, and could improve the achievement and improve of clinical skills. HFS help to improve team collaboration and communication in the training program ((Birkhoff & Donner, 2010; Ling, Xiaohong, & Xiaoping,

The qualifications of becoming a surgical technologist require tremendous amounts of school work and it requires an abundant amount of demanding time and patience. The Occupational Outlook Handbook

I spent great efforts and wrote letters to 50 hospitals in Denmark, and I got rejected from every single one of them. But, I didn’t give up, I kept writing. Finally, the 51st hospital I wrote to, hired me. When I went to Torshavn Hospital in Faroe Islands, there were patients waiting to have surgery for over a year. In two months, I cleared the waiting surgery list. In addition, I got a chance to collaborate with various surgeons who I developed good contacts with. I adapted to the community and participated in their unique cultural events. Working in different countries with various other surgeons such as in the Danish Faroe Islands and Royal Free Hospital of London has greatly enhanced my perspective. I incorporated my knowledge with the new methods I acquired. My goal is to learn as much as possible and use my experience of twenty five years to benefit my

Surgical training and competency in operative procedures is not the only facet in the training of a surgical registrar, but, for the purposes of this article, I am highlighting this particular issue, as there are specific problems in achieving the necessary surgical training to fulfil the requirements.

Daniel Coyle, the author of the book, The Talent Code, claims that, “Greatness isn’t born, it’s grown.” Coyle supports his claim by first explaining why the Brazilian soccer team is so great. He then explains how his theory, “deep practice”, can be proven by doing a word recall exercise. Lastly the author applies his theory to a real life situation, trying to remember a person's name at a party. Coyle’s purpose is to convince people that one doesn’t need to be born with a talent to become talented.

The key element of Surgery, that has consistently drawn me, is its hands-on nature. After experiencing all of my third year rotations, I feel most satisfied when I am in the OR, it brings with it such a rush of adrenaline and excitement unlike any other experience I’ve had. No matter what job I held in the OR, I was always left with a sense of satisfaction. The third day of my first week in Surgery core, I had the honor to be first assist to one of our attending Surgeons, on his cases the entire day, it was a thrilling experience and I knew without reservation that I wanted to devote my professional career to this discipline. The ability of a surgeon to remove and often cure manifestations of a disease is exhilarating. The intricacies of technique, immediate impact of intervention, teamwork in the OR, these have all fueled my decision to pursue surgery as a career. I find it so empowering to use my hands to

SimPraxis [3] provides a simulated environment for teaching pre- and intra-operative decision making in laparoscopic surgery. In the intra-operative setting, students select instruments and instrument placement. When the chosen action (instrument and location) is correct, positive feedback is provided and a video clip plays showing the portion of the procedure using that instrument. When an incorrect action is chosen, the effect of the action is explained and students must try the step again. Video clips are produced from actual surgical procedures and provide a high level of realism. However, the fact that video clips need to be obtained from real surgical procedures in the operating room limits the ability to support variations on procedures,

function as paid training and allow students to begin specializing. Those interested in surgery work under the supervision of other experienced surgeons ("Surgeon Education Requirements and Career Information").