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Virtual Neurocognitive Testing in Craniofacial Surgery.

Robin T Wu1, Kitae E Park1, Ludmila Chandler1

  • 1From the Division of Plastic and Reconstructive Surgery, Stanford University Medical Center; Section of Plastic Surgery, Department of Surgery, Yale University School of Medicine; and Hansjörg Wyss Department of Plastic Surgery, New York University Langone Health.

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Summary
This summary is machine-generated.

Virtual neurocognitive testing effectively assesses intelligence, academic achievement, and visuomotor skills, demonstrating no significant differences compared to in-person evaluations. This method overcomes geographic limitations for plastic surgery research and congenital craniofacial condition studies.

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Area of Science:

  • Plastic Surgery Research
  • Neurodevelopmental Pediatrics
  • Digital Health

Background:

  • Neurocognitive testing is crucial for assessing developmental outcomes in congenital craniofacial conditions.
  • Geographic limitations have historically hindered the accessibility of in-person neurocognitive assessments.
  • Digital platforms offer potential solutions to overcome these accessibility barriers in research.

Purpose of the Study:

  • To evaluate the efficacy and fidelity of virtual neurocognitive testing compared to traditional in-person assessments.
  • To determine if virtual testing can accurately measure intelligence quotient, academic achievement, and visuomotor skills.
  • To assess participant experience and feasibility of remote neurocognitive testing.

Main Methods:

  • Ten school-age subjects underwent a neurocognitive assessment battery (IQ, academic achievement, visuomotor skills) in-person.
  • Subjects repeated the identical assessment battery via a virtual method approximately one year later.
  • Statistical analysis compared scores from in-person and virtual testing sessions.

Main Results:

  • No significant differences were found in verbal, performance, or full-scale intelligence quotient scores between in-person and virtual testing (p > 0.158 for all).
  • Academic achievement scores (recognition, math, reading, spelling) and visuomotor skills (integration, perception, coordination) also showed no significant differences (p > 0.158).
  • The median setup time for virtual testing was 5.0 minutes, with 70% of participants preferring remote participation and all reporting a positive experience.

Conclusions:

  • Virtual neurocognitive testing provides a high-fidelity and effective alternative to in-person assessments.
  • This remote method successfully overcomes geographic barriers, enhancing accessibility for research in pediatric plastic surgery and craniofacial conditions.
  • Virtual neurocognitive testing is a feasible, preferred, and positive experience for participants, paving the way for broader research participation.