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Foreword; Preface; Contents; List of Contributors; 1: Fundamentals ofßBeing aßSport Surgeon; 1.1 Introduction; 1.2 Sports Medicine Surgeon Requirements; 1.3 Role ofßSports Orthopedic Surgeons inßMedical Teams; References; 2: Motor Learning Principles forßArthroscopic Motor Skill Teaching; 2.1 Introduction; 2.2 Motor Skill; 2.3 Movement Preparation; 2.3.1 Response Preparation; 2.3.2 Attention; 2.3.3 Arousal; 2.4 Motor Control; 2.4.1 Neural Mechanisms; 2.4.2 Vision; 2.4.3 Proprioception; 2.5 Motor Learning; 2.6 Learning Stages; 2.6.1 Cognitive Stage; 2.6.2 Associative Stage.
2.6.3 Autonomous Stage2.7 Principles ofßaßLearning Environment; 2.7.1 Task Analysis; 2.7.2 Course Program Designing Principles; 2.7.3 The Environment; 2.7.4 Adult Learner; 2.7.5 Learning Styles; Reference; 3: How toßTeach Concepts ofßSurgical Skills andßStrategy ofßDesigning aßProgramme; 3.1 Introduction toßImportance ofßSurgical Skills Training; 3.2 Standardization ofßTraining Centres; 3.3 Design ofßaßTraining Programme; 3.3.1 Knee; 3.3.2 Shoulder; 3.3.3 Ankle; 3.3.4 Setup andßInstrumentation; 3.3.5 Wrist; 3.3.6 Elbow.
3.4 Comparison BetweenßDifferent Natures ofßTraining Programmes3.5 Mentorship ofßArthroscopic Surgery; Recommended Reading; 4: Setting UpßaßCurriculum; 4.1 Introduction; 4.2 What Is aßCurriculum andßWhy Do YoußNeed One?; 4.2.1 What Is aßCurriculum?; 4.2.2 Why Is aßCurriculum Necessary?; 4.3 Understanding Fundamental Concepts; 4.3.1 Curriculum; 4.3.2 Consensus; 4.3.3 Collaboration; 4.3.4 Purpose; 4.3.5 Understanding theßSpecialty; 4.4 Developing aßCurriculum Template; 4.5 Designing Key Curriculum Elements; 4.5.1 Selecting Syllabus Models; 4.5.2 Identifying Assessments.
4.5.3 Specifying Stages andßTransitions4.5.4 Training Trainers; 4.5.5 Accrediting Training Centres; 4.6 Reality Testing; 4.6.1 Realistic; 4.6.2 Readable; 4.6.3 Reviewable; 4.7 Mapping andßBlueprinting; 4.7.1 Exams andßAssessments; 4.7.2 External Accreditation; 4.7.3 Other Curricula; 4.8 Common Problems andßObstacles; 4.8.1 Working withßtheßWrong People; 4.8.2 Borrowing; 4.8.3 Lack ofßStamina; 4.8.4 Inadequate Professional Support; 4.8.5 Writing by Committee; 4.8.6 Thinking Inside theßBox; 4.9 Implementation andßInnovation; 4.9.1 Structures; 4.9.2 Systems; 4.9.3 Tasks.
4.9.4 People4.9.5 Managing Transition; 4.10 Celebrating Your Success; 4.10.1 Publishing; 4.10.2 Parties; References; 5: Defining Essential Skills; 5.1 Introduction; 5.2 What Skills Need toßBeßTrained?; 5.3 Translating Skills inßMeasurable Learning Objectives; 5.3.1 Skill-Based Behavior; 5.3.2 Rule-Based Behavior; 5.3.3 Knowledge-Based Behavior; 5.3.4 Model ofßLearning Psychomotor Skills; 5.3.4.1 Cognitive Stage; 5.3.4.2 Associative Stage; 5.3.4.3 Autonomic Stage; 5.3.4.4 Metrics forßObjective Monitoring andßAssessing; 5.4 What Competency Levels Are Required?; 5.5 Discussion.
2.6.3 Autonomous Stage2.7 Principles ofßaßLearning Environment; 2.7.1 Task Analysis; 2.7.2 Course Program Designing Principles; 2.7.3 The Environment; 2.7.4 Adult Learner; 2.7.5 Learning Styles; Reference; 3: How toßTeach Concepts ofßSurgical Skills andßStrategy ofßDesigning aßProgramme; 3.1 Introduction toßImportance ofßSurgical Skills Training; 3.2 Standardization ofßTraining Centres; 3.3 Design ofßaßTraining Programme; 3.3.1 Knee; 3.3.2 Shoulder; 3.3.3 Ankle; 3.3.4 Setup andßInstrumentation; 3.3.5 Wrist; 3.3.6 Elbow.
3.4 Comparison BetweenßDifferent Natures ofßTraining Programmes3.5 Mentorship ofßArthroscopic Surgery; Recommended Reading; 4: Setting UpßaßCurriculum; 4.1 Introduction; 4.2 What Is aßCurriculum andßWhy Do YoußNeed One?; 4.2.1 What Is aßCurriculum?; 4.2.2 Why Is aßCurriculum Necessary?; 4.3 Understanding Fundamental Concepts; 4.3.1 Curriculum; 4.3.2 Consensus; 4.3.3 Collaboration; 4.3.4 Purpose; 4.3.5 Understanding theßSpecialty; 4.4 Developing aßCurriculum Template; 4.5 Designing Key Curriculum Elements; 4.5.1 Selecting Syllabus Models; 4.5.2 Identifying Assessments.
4.5.3 Specifying Stages andßTransitions4.5.4 Training Trainers; 4.5.5 Accrediting Training Centres; 4.6 Reality Testing; 4.6.1 Realistic; 4.6.2 Readable; 4.6.3 Reviewable; 4.7 Mapping andßBlueprinting; 4.7.1 Exams andßAssessments; 4.7.2 External Accreditation; 4.7.3 Other Curricula; 4.8 Common Problems andßObstacles; 4.8.1 Working withßtheßWrong People; 4.8.2 Borrowing; 4.8.3 Lack ofßStamina; 4.8.4 Inadequate Professional Support; 4.8.5 Writing by Committee; 4.8.6 Thinking Inside theßBox; 4.9 Implementation andßInnovation; 4.9.1 Structures; 4.9.2 Systems; 4.9.3 Tasks.
4.9.4 People4.9.5 Managing Transition; 4.10 Celebrating Your Success; 4.10.1 Publishing; 4.10.2 Parties; References; 5: Defining Essential Skills; 5.1 Introduction; 5.2 What Skills Need toßBeßTrained?; 5.3 Translating Skills inßMeasurable Learning Objectives; 5.3.1 Skill-Based Behavior; 5.3.2 Rule-Based Behavior; 5.3.3 Knowledge-Based Behavior; 5.3.4 Model ofßLearning Psychomotor Skills; 5.3.4.1 Cognitive Stage; 5.3.4.2 Associative Stage; 5.3.4.3 Autonomic Stage; 5.3.4.4 Metrics forßObjective Monitoring andßAssessing; 5.4 What Competency Levels Are Required?; 5.5 Discussion.