INTRODUCTION Abdominoplasty is a popular aesthetic operation. Complication rates vary from 4-80%. To date, there is a lack of evidence for complication-reducing techniques. The aim of this meta-analysis was to summarise and quantify the effects of these techniques on complication rates and determine the safest combination. METHODS A literature search was undertaken from MEDLINE, EMBASE, and Cochrane Central Register of Controlled Trials databases. Two authors assessed the abstracts and evaluated their suitability for inclusion in the review. For each complication (including overall), a random effects meta-analysis was conducted to investigate the average number of complications. The log rate and associated variance is calculated in R using the “escalc” function from the metafor R package. For the forest plots the model output is back-transformed to the original scale. RESULTS 4295 patients were included in the meta-analysis. Overall complication rates ranged from 9.3-33.8%. Revision rates were 3-21.9%. Forest plots of data extracted from observational studies demonstrated summary measures favouring the sub-scarpal fat preservation and drains, and drains only groups for overall complications. There were no significant differences between groups for seroma, haematoma, infection/abscess, skin/fat necrosis, dehiscence, surgical revision rate and VTE rate. CONCLUSIONS The rates of individual complications are no different with or without the use of PTS, drain or sub-Scarpal fat preservation in different combinations. INTRODUCTION This study aims to construct learning curves related to the realization of standardized postprocessing by radiographer students and to discuss their exploitation and interest. MATERIALS AND METHODS This study was carried out in 21 French students in their 3rd year of training. Two postprocessing protocols in CT (#1 traumatic shoulder; #2 petrous bone) were repeated 15 times by each student. Each achievement was timed to obtain overall learning curves. The realization accuracy was also assessed for each student at each repetition. RESULTS The learning rates for the two protocols are 63% and 56%, respectively. The number of repetitions to reach the reference time for each protocol is 11 and 12, respectively. In both protocols, the standard deviations are significantly reduced and stabilized during repetitions. click here The mean accuracy progresses more quickly in protocol #1. DISCUSSION The measured learning rates reflect a rapid learning process for each protocol. The analysis of the standard deviations shows that students have reached a homogeneous level. The average times and accuracies measured during the last repetitions show that the group has reached a high level of performance. Building learning curves helps students measure their progress and motivates them. CONCLUSION Obtaining learning curves allows trainers/supervisors to qualify the learning difficulty of a task while motivating students/radiographers. The use of learning curves is inline with the competency-based training paradigm. INTRODUCTION In Ghana, there is a need to document computed tomography (CT) infrastructure and management systems for the development of interventions to promote CT practices while ensuring patient protection through the establishment of diagnostic reference levels and improved dose management systems. METHODS A quantitative inquiry using a descriptive, cross-sectional approach was used to collect data, using a semistructured questionnaire related to CT infrastructure and management from the technical heads responsible for CT scanners. Data collected included the scanner characteristics, basic management system and organizational arrangements, number of attending practitioners, clinical indications for CT examinations, and the operation of CT facilities in Ghana. RESULTS Of the 35 CT scanners installed across the country, 31 were involved in the study. The majority (29%) were Toshiba models. Equipment slices ranged from 1 to 640, of which 45.2% were 16-slice scanners. Many (n = 28, 90.3%) were functioning, and most were installed in the capital city, Accra. The equipment mean age was 7.3 ± 4.4 years, and 25.6% were 10 or more years old. There were 107 operating radiographers, 60 reporting radiologists, and 10 medical physicists employed across the facilities. A total of 204,760 CT examinations were performed yearly (6.8 CT procedures per 1000 people in Ghana). Head CT procedures were the most common, and suspicion of cerebrovascular accident or stroke (32.8%) was the most common indication. Some basic quality management system and policy driving CT infrastructure in Ghana were lacking. CONCLUSION The results have provided essential information on the status of CT infrastructure and management systems for policy development and planning in CT facilities in Ghana. This study provides those interested in CT services, jobs, or medical equipment investment in Ghana the information needed to make appropriate decisions. OBJECTIVE Surgical residents receive limited formal training in education, yet they are expected to teach medical students and one another. A “Residents as Teachers” curriculum was developed and implemented to improve residents’ knowledge of educational strategies, confidence in teaching abilities, and quality of feedback given to learners. DESIGN A 6-hour workshop was delivered at an academic general surgery residency program. It included 3 interactive sessions “Teaching on the wards”, “How to give and receive feedback”, and “Teaching in the operating room (OR)”. Pre- and postsession surveys were administered to evaluate participants’ knowledge and confidence regarding teaching skills. Standard statistical analyses were used to compare pre- and postcurriculum scores. SETTING General surgery residents at Case Western Reserve University/University Hospitals Cleveland Medical Center Program attended a 6-hour educational seminar entitled “Residents as Teachers”. Three attending surgeons with expertise in surgicaproved resident confidence in teaching and feedback skills, particularly for intraoperative instruction, and improved knowledge in the 3 specific educational domains included in the session.