A video-based, flipped classroom, simulation curriculum for dermatologic surgery: A prospective, multi-institution study.
dermatologic surgery
dermatology resident education
flipped classroom
medical education
simulation
surgical simulation
Journal
Journal of the American Academy of Dermatology
ISSN: 1097-6787
Titre abrégé: J Am Acad Dermatol
Pays: United States
ID NLM: 7907132
Informations de publication
Date de publication:
Dec 2019
Dec 2019
Historique:
received:
15
01
2019
revised:
21
03
2019
accepted:
27
03
2019
pubmed:
7
4
2019
medline:
15
4
2020
entrez:
7
4
2019
Statut:
ppublish
Résumé
Medical education is evolving to emphasize trainee engagement. The impact of a flipped classroom curriculum and surgical simulation on dermatology resident education has not been evaluated. To assess the impact of video education and surgical simulation on dermatology resident procedural skills. We created a curriculum on foundational surgical skills for 31 first- and second-year dermatology residents at 3 institutions. The flipped classroom approach replaces traditional in-person lectures with at-home viewing of instructional videos. After this self-directed learning, trainees had 3 hands-on sessions using simulated skin models. The Objective Structured Assessment of Technical Skills (OSATS) instrument was used to assess residents performing a simulated elliptical excision with intermediate repair before and after the curriculum. Residents completed precurriculum and postcurriculum surveys evaluating operative confidence and perceived value of the curriculum. Residents' total OSATS score increased from a median of 27 (interquartile range, 22-38.5) before the curriculum to 46 (interquartile range, 39.5-51.5) after the curriculum (P < .001). Self-reported confidence in surgical performance significantly improved, and residents were highly satisfied. Limitations include the small sample size and potential influence from concurrent learning on surgical rotations. Video education and simulation are effective for improving dermatology residents' procedural skills. We hope to serve as a template for other institutions and nondermatology trainees hoping to improve procedural skills.
Sections du résumé
BACKGROUND
BACKGROUND
Medical education is evolving to emphasize trainee engagement. The impact of a flipped classroom curriculum and surgical simulation on dermatology resident education has not been evaluated.
OBJECTIVE
OBJECTIVE
To assess the impact of video education and surgical simulation on dermatology resident procedural skills.
METHODS
METHODS
We created a curriculum on foundational surgical skills for 31 first- and second-year dermatology residents at 3 institutions. The flipped classroom approach replaces traditional in-person lectures with at-home viewing of instructional videos. After this self-directed learning, trainees had 3 hands-on sessions using simulated skin models. The Objective Structured Assessment of Technical Skills (OSATS) instrument was used to assess residents performing a simulated elliptical excision with intermediate repair before and after the curriculum. Residents completed precurriculum and postcurriculum surveys evaluating operative confidence and perceived value of the curriculum.
RESULTS
RESULTS
Residents' total OSATS score increased from a median of 27 (interquartile range, 22-38.5) before the curriculum to 46 (interquartile range, 39.5-51.5) after the curriculum (P < .001). Self-reported confidence in surgical performance significantly improved, and residents were highly satisfied.
LIMITATIONS
CONCLUSIONS
Limitations include the small sample size and potential influence from concurrent learning on surgical rotations.
CONCLUSIONS
CONCLUSIONS
Video education and simulation are effective for improving dermatology residents' procedural skills. We hope to serve as a template for other institutions and nondermatology trainees hoping to improve procedural skills.
Identifiants
pubmed: 30953701
pii: S0190-9622(19)30523-7
doi: 10.1016/j.jaad.2019.03.078
pii:
doi:
Types de publication
Journal Article
Multicenter Study
Langues
eng
Sous-ensembles de citation
IM
Pagination
1271-1276Commentaires et corrections
Type : CommentIn
Informations de copyright
Copyright © 2019 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.