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A video-based, flipped classroom, simulation curriculum for dermatologic surgery: A prospective, multi-institution

Kristina J Liu1, Elizabeth Tkachenko2, Abigail Waldman1

  • 1Department of Dermatology, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts.

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|April 7, 2019
PubMed
Summary

This study shows that a flipped classroom curriculum with surgical simulation significantly improved dermatology residents' procedural skills and confidence. This innovative approach enhances surgical training effectiveness.

Keywords:
dermatologic surgerydermatology resident educationflipped classroommedical educationsimulationsurgical simulation

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Area of Science:

  • Medical Education
  • Surgical Training
  • Dermatology

Background:

  • Medical education trends emphasize increased trainee engagement.
  • The effectiveness of flipped classroom models and surgical simulation in dermatology residency has not been previously assessed.

Purpose of the Study:

  • To evaluate the impact of video-based learning and surgical simulation on dermatology residents' technical proficiency.
  • To assess changes in resident confidence and satisfaction with surgical procedures.

Main Methods:

  • A curriculum integrating a flipped classroom approach with hands-on surgical simulation was developed for dermatology residents.
  • Residents utilized instructional videos for self-directed learning followed by practical sessions on simulated skin models.
  • The Objective Structured Assessment of Technical Skills (OSATS) evaluated procedural competency before and after the intervention.

Main Results:

  • A statistically significant increase in total OSATS scores was observed post-curriculum (median 46) compared to pre-curriculum (median 27).
  • Residents reported substantial improvements in self-assessed confidence regarding surgical performance.
  • High levels of resident satisfaction with the educational program were documented.

Conclusions:

  • Video education combined with surgical simulation effectively enhances procedural skills among dermatology residents.
  • This curriculum model offers a potential framework for improving surgical education in other specialties and institutions.