Knowledge and Skills Acquisition by Plastic Surgery Residents through Digital Simulation Training: A Prospective, Randomized, Blinded Trial

Abstract

Background: Simulation is a standard component of residency training in many surgical subspecialties, yet its impact on knowledge and skills acquisition in plastic surgery training remains poorly defined. The authors evaluated the potential benefits of simulation-based cleft surgery learning in plastic surgery resident education through a prospective, randomized, blinded trial. Methods: Thirteen plastic surgery residents were randomized to a digital simulator or textbook demonstrating unilateral cleft lip repair. The following parameters were evaluated before and after randomization: knowledge of surgical steps, procedural confidence, markings performance on a three-dimensional stone model, and surgical performance using a hands-on/high-fidelity three-dimensional haptic model. Participant satisfaction with either educational tool was also assessed. Two expert reviewers blindly graded markings and surgical performance. Intraclass correlation coefficients were calculated. Wilcoxon signed rank and Mann-Whitney U tests were used. Results: Interrater reliability was strong for preintervention and postintervention grading of markings [preintervention intraclass correlation coefficient, 0.97 (p < 0.001); postintervention intraclass correlation coefficient, 0.96 (p < 0.001)] and surgical [preintervention intraclass correlation coefficient, 0.83 (p = 0.002); postintervention intraclass correlation coefficient, 0.81 (p = 0.004)] performance. Postintervention surgical knowledge (40.3 ± 4.4 versus 33.5 ± 3.7; p = 0.03), procedural confidence (24.0 ± 7.0 versus 14.7 ± 2.3; p = 0.03), markings performance (8.0 ± 2.5 versus 2.9 ± 3.1; p = 0.03), and surgical performance (12.3 ± 2.5 versus 8.2 ± 2.3; p = 0.04) significantly improved in the digital simulation group compared with before intervention, but not in the textbook group. All participants were more satisfied with the digital simulator as an educational tool (27.7 ± 2.5 versus 14.4 ± 4.4; p < 0.001). Conclusion: The authors present evidence suggesting that digital cognitive simulators lead to significant improvement in surgical knowledge, procedural confidence, markings performance, and surgical performance.

Use of Simulation in Plastic Surgery Training

“…In a blinded study, it yielded superior results when compared with those in traditional training. 43 …”

Aesthetic Training in Plastic Surgery Residency

“… 4 , 7 , 8 This focal deficit is likely due, at least in part, to a more complicated operating process and the highly sensitive and visible nature of facial outcomes. 33 , 34 In addition, the ACGME-mandated minimum number of nonsurgical cases, namely botulinum toxin injections and dermal fillers, have been difficult to reach for many residents. 30 Although these procedures should be performed with less time commitment and training than with more complex surgeries, residents are suffering from a lack of confidence and a suboptimal level of patient demand, which makes gaining experience difficult.…”

“… 31 , 32 In addition, studies have shown that simulation-based training produces more significant increases in both knowledge and skill when compared with more traditional educational methods, including self-directed reading and the use of digital images. 33 , 34 Simulation training includes use of cadavers, animal models, and prosthetic devices. Simulation training has been used in other subspecialties of plastic surgery, most notably with animal models for microsurgical vessel anastomosis training and human cadaver models for popular flap reconstruction courses.…”

Plastic Surgery Lockdown Learning during Coronavirus Disease 2019: Are Adaptations in Education Here to Stay?

“…Online modules for training, simulation, and virtual learning through smart technology apps continue to rapidly expand within plastic surgery education. 20 – 25 …”