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Related Concept Videos

Crossover Experiments01:16

Crossover Experiments

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Crossover experiments, also called the repeated-measurements design, is a study design in which all experimental units are exposed to all treatments in different periods. Crossover experiments are generally used in psychology, the pharmaceutical industry, agriculture, and medicine.
Crossover designs are performed even with smaller sample sizes since the samples can act as their controls. These are better than simple randomized trials since patients are exposed to all the treatments.
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Mechanical Ventilation Boot Camp Curriculum
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Incorporating Cleft Lip Simulation Into a "Bootcamp-Style" Curriculum.

Francesca Y L Saldanha1, Gregory J Loan2, Carly E Calabrese1

  • 1From the Department of Plastic and Oral Surgery, Boston Children's Hospital.

Annals of Plastic Surgery
|February 13, 2020
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Summary

High-fidelity simulation significantly enhances surgical resident training in cleft lip repair. This bootcamp-style curriculum, based on adult learning principles, improved self-assessed skills and confidence, proving more effective than traditional methods alone.

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Area of Science:

  • Plastic Surgery Training
  • Surgical Education Technology
  • Medical Simulation

Background:

  • Traditional surgical education methods are slow to evolve.
  • Patient safety and duty hour restrictions necessitate earlier resident skill development.
  • High-fidelity simulation offers a solution to training pressures.

Purpose of the Study:

  • To pilot a "bootcamp-style" cleft lip repair curriculum using adult learning theory.
  • To assess the impact of high-fidelity simulation on resident operative autonomy and skill acquisition.
  • To evaluate the effectiveness of simulation compared to traditional didactic learning.

Main Methods:

  • Developed a "bootcamp-style" curriculum integrating didactic lectures, videos, and high-fidelity simulation for cleft lip repair.
  • Trainees engaged in "operating" on simulators for immediate knowledge application and self-reflection.
  • Utilized pre- and post-session self-assessment surveys and assessed anthropometric measures of lip/nasal symmetry.

Main Results:

  • Simulation led to significant increases in self-assessed cleft lip repair skills, unlike didactic lectures alone.
  • The overall program showed the greatest increase in self-assessment across all aspects.
  • Higher training levels correlated with better self-assessment scores and improved lip symmetry.
  • 94% of participants found simulation more effective than standard preparation.

Conclusions:

  • This pilot curriculum demonstrates a viable method for integrating adult learning principles and high-fidelity simulation into plastic surgery training.
  • Deliberate practice using simulation can accelerate the acquisition of complex skills for cleft lip repair.
  • Further research is needed to validate this model for other surgical procedures and assess long-term skill retention.