Cheng Homan, Podolsky Dale J, Fisher David M, Wong Karen W, Lorenz H Peter, Khosla Rohit K, Drake James M, Forrest Christopher R
Stanford, Calif.; and Toronto, Ontario, Canada.
From the Division of Plastic and Reconstructive Surgery, Stanford University School of Medicine; the Division of Plastic and Reconstructive Surgery and the Center for Image Guided Innovation and Therapeutic Intervention, University of Toronto; and the Divisions of Plastic and Reconstructive Surgery and Neurosurgery, The Hospital for Sick Children.
Plast Reconstr Surg. 2018 Jan;141(1):91e-98e. doi: 10.1097/PRS.0000000000003957.
Cleft palate repair is a challenging procedure for cleft surgeons to teach. A novel high-fidelity cleft palate simulator has been described for surgeon training. This study evaluates the simulator's effect on surgeon procedural confidence and palatoplasty knowledge among learners.
Plastic surgery trainees attended a palatoplasty workshop consisting of a didactic session on cleft palate anatomy and repair followed by a simulation session. Participants completed a procedural confidence questionnaire and palatoplasty knowledge test immediately before and after the workshop.
All participants reported significantly higher procedural confidence following the workshop (p < 0.05). Those with cleft palate surgery experience had higher procedural confidence before (p < 0.001) and after (p < 0.001) the session. Palatoplasty knowledge test scores increased in 90 percent of participants. The mean baseline test score was 28 ± 10.89 percent and 43 ± 18.86 percent following the workshop. Those with prior cleft palate experience did not have higher mean baseline test scores than those with no experience (30 percent versus 28 percent; p > 0.05), but did have significantly higher scores after the workshop (61 percent versus 35 percent; p < 0.05). All trainees strongly agreed or agreed that the simulator should be integrated into training and they would use it again.
This study demonstrates the effective use of a novel cleft palate simulator as a training tool to teach palatoplasty. Improved procedural confidence and knowledge were observed after a single session, with benefits seen among trainees both with and without previous cleft experience.
腭裂修复术对于腭裂外科医生来说是一项具有挑战性的教学手术。一种新型的高保真腭裂模拟器已被用于外科医生培训。本研究评估了该模拟器对学习者手术信心和腭裂修复术知识的影响。
整形外科住院医师参加了一个腭裂修复术研讨会，该研讨会包括一场关于腭裂解剖和修复的理论课程，随后是模拟课程。参与者在研讨会前后立即完成了一份手术信心问卷和腭裂修复术知识测试。
所有参与者在研讨会后报告的手术信心显著更高（p < 0.05）。有腭裂手术经验的参与者在课程前（p < 0.001）和课程后（p < 0.001）的手术信心更高。90%的参与者腭裂修复术知识测试分数有所提高。基线测试平均分数为28 ± 10.89%，研讨会后为43 ± 18.86%。有腭裂经验的参与者基线测试平均分数并不高于无经验者（30%对28%；p > 0.05），但在研讨会后分数显著更高（61%对35%；p < 0.05）。所有学员都强烈同意或同意应将模拟器纳入培训，并且他们会再次使用它。
本研究证明了新型腭裂模拟器作为腭裂修复术教学培训工具的有效应用。单次课程后观察到手术信心和知识有所提高，有和没有腭裂经验的学员均从中受益。
