As educators, our most formidable challenge is to teach
proper decision making and the techniques required to
succeed in the operating room setting. As students, we are
continuously pressured to compress the learning experience outside of the operating room into effi cient and
digestible bits of information. We all recognize the importance of having access to accurate, timely, and concise tools
to supplement our knowledge base. Th e emergence of
digital content has positively infl uenced our access to upto-date information, yet falls way short of the tangible
benefi ts derived from a manageable textbook that remains
comprehensive yet not overwhelming. Simply “reading”
about surgical procedures seems somewhat at odds with
“doing” a series of steps that require dexterity and skill.
More importantly, the act of physical repetition is what
seems to propel us along the typically steep learning curve,
especially when it involves the arthroscope.