A video-based, flipped classroom, simulation curriculum for dermatologic surgery: A prospective, multi-institution study - 09/11/19
, Elizabeth Tkachenko, BS b, Abigail Waldman, MD a, Marko T. Boskovski, MD, MHS, MPH c, Rebecca I. Hartman, MD, MPH a, Adriane A. Levin, MD d, Bichchau M. Nguyen, MD d, Emily S. Ruiz, MD, MPH a, Victoria R. Sharon, MD e, Laura Sowerby, MD f, Jeffrey Tiger, MD f, F. Clarissa Yang, MD d, Arash Mostaghimi, MD, MPA, MPH aAbstract |
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 |
To assess the impact of video education and surgical simulation on dermatology resident procedural skills.
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 |
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 |
Limitations include the small sample size and potential influence from concurrent learning on surgical rotations.
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.
Il testo completo di questo articolo è disponibile in PDF.Key words : dermatologic surgery, dermatology resident education, flipped classroom, medical education, simulation, surgical simulation
Abbreviations used : OSATS, GRS, IQR
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| Funding sources: Supported by the Harvard Dermatology Samuel Moschella Scholarship. |
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| Conflicts of interest: None disclosed. |
Vol 81 - N° 6
P. 1271-1276 - dicembre 2019 Ritorno al numero
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