Innovation

As an Assistant Medical Officer in Orthopaedics, I teach in a uniquely rich clinical environment — every procedure, every operation, every wound dressing is an invaluable learning opportunity. Teaching in orthopaedics is not just theory in a lecture hall — it takes place in the operating theatre, treatment rooms, and at the patient’s bedside.

The following accounts for some of the innovations I practice in Orthopaedics.

Procedure-Based Teaching — Learning by Doing (Hands-On)

Every orthopaedic procedure I perform becomes a live-teaching session for house officers and medical students. Procedures include:

Application of Plaster of Paris (POP)


— slabs, backslabs, full POP casts.

Postoperative orthopaedic wound dressing


— aseptic technique, wound assessment, drain management.

Stump dressing after Below Knee Amputation (BKA)


Stump dressing after Below Knee Amputation (BKA).

I teach using the principle "See one, Do one, Teach one" — a classic medical education method effective for building procedural clinical skills.

Target groups:

  • Medical students’ year 5 (MSU)
  • Houseman
  • Junior Assistant Medical Officers
Operative Teaching — The Operating Theatre as Classroom

The operating theatre (OT) is one of the richest teaching spaces in medicine. While assisting in the OT, I actively:

Explain operative anatomy in real time during procedures such as:

  • Below Knee Amputation (BKA)
  • Total Knee Arthroplasty (TKA) / Total Hip Arthroplasty (THA)
  • Open Reduction Internal Fixation (ORIF)
  • Wound debridement & washout

Guide students to understand surgical indications, techniques, and potential complications.

Teach sterile technique and OT protocols to students new to the theatre environment.

“The operation is a silent but powerful lecture — every cut teaches, every suture speaks.”

Innovation in Wound Assessment Teaching

I introduced a systematic approach to teaching orthopaedic wound assessment — teaching students to use an easy-to-remember framework:

The table above reflects the TIME Principle, a reference for wound assessment. I prepared a TIME Principle poster as a teaching aid during active clinics to enable early diagnosis and wound-type identification. This approach teaches students that orthopaedic wound assessment is both a science and an art — requiring a trained eye and deep clinical judgment.

Informal Cast Technique Workshops

I organise informal demonstrations of POP application for new house officers and medical students — teaching correct techniques for:

Long arm slab / short arm slab

Below-knee backslab

U-slab for ankle fractures

Signs of compartment syndrome — an orthopaedic emergency that must be identified promptly

This is important because incorrect POP technique can cause serious complications such as compartment syndrome, pressure sores, and malunion.

EPA-Informed Clinical Teaching in Orthopaedics

Based on my Master’s research on Entrustable Professional Activities (EPAs), I began applying an EPA framework to assess orthopaedic learner skills:

This framework gives learners a clear skills map — they know what to achieve and at what level they currently perform.

Use of Visual Technology in Orthopaedic Teaching

Using X-ray, CT scan and intraoperative images on mobile devices to illustrate concepts during ward rounds

Sharing scientifically valid procedural videos (e.g., NEJM Procedures, Orthobullets) for student reference

Encouraging students to use Orthobullets and Wheeless' Textbook of Orthopaedics as primary reference sources

Planned Innovations

Orthopaedic EPA module for Allied Health

Structured competency assessment

1–2
years

POP & wound care simulation using task trainers

Safe hands-on practice without patient risk

2–3
years

Digital Procedure Logbook for students

Documentation of clinical progress

1–2
years

Weekly orthopaedic case presentations

Foster a culture of evidence-based practice

Immediate

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We must not only teach orthopaedics — we must teach how to think like an orthopaedic clinician.

I believe every dressed wound, every POP applied, every OT procedure assisted — is an opportunity to illuminate students’ minds with knowledge and skills they will use throughout their careers. My greatest innovation is not advanced technology, but my commitment to make every clinical moment a meaningful teaching opportunity.

Seek knowledge from the cradle to the grave.
— Prophet Muhammad ﷺ