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Teaching Palatoplasty Using a High-Fidelity Cleft Palate Simulator.

Abstract 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.
PMID
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Evaluation and Implementation of a High-Fidelity Cleft Palate Simulator.

Authors

Mayor MeshTerms
Keywords
Journal Title plastic and reconstructive surgery
Publication Year Start




PMID- 29280875
OWN - NLM
STAT- In-Data-Review
LR  - 20171227
IS  - 1529-4242 (Electronic)
IS  - 0032-1052 (Linking)
VI  - 141
IP  - 1
DP  - 2018 Jan
TI  - Teaching Palatoplasty Using a High-Fidelity Cleft Palate Simulator.
PG  - 91e-98e
LID - 10.1097/PRS.0000000000003957 [doi]
AB  - BACKGROUND: 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. METHODS: 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. RESULTS: 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. CONCLUSIONS: 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.
FAU - Cheng, Homan
AU  - Cheng H
AD  - 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.
FAU - Podolsky, Dale J
AU  - Podolsky DJ
FAU - Fisher, David M
AU  - Fisher DM
FAU - Wong, Karen W
AU  - Wong KW
FAU - Lorenz, H Peter
AU  - Lorenz HP
FAU - Khosla, Rohit K
AU  - Khosla RK
FAU - Drake, James M
AU  - Drake JM
FAU - Forrest, Christopher R
AU  - Forrest CR
LA  - eng
PT  - Journal Article
PL  - United States
TA  - Plast Reconstr Surg
JT  - Plastic and reconstructive surgery
JID - 1306050
EDAT- 2017/12/28 06:00
MHDA- 2017/12/28 06:00
CRDT- 2017/12/28 06:00
PHST- 2017/12/28 06:00 [entrez]
PHST- 2017/12/28 06:00 [pubmed]
PHST- 2017/12/28 06:00 [medline]
AID - 10.1097/PRS.0000000000003957 [doi]
AID - 00006534-201801000-00031 [pii]
PST - ppublish
SO  - Plast Reconstr Surg. 2018 Jan;141(1):91e-98e. doi: 10.1097/PRS.0000000000003957.