Portal de Periódicos da CAPES

Multicenter Advanced Pediatric Otolaryngology Fellowship Prep Surgical Simulation Course with 3D Printed High‐Fidelity Models

2020; Wiley; Volume: 162; Issue: 5 Linguagem: Inglês

10.1177/0194599820913003

1097-6817

Brian Chang, Allison R. Powell, Susan E. Ellsperman, Daniel Wehrmann, April M. Landry, Noel Jabbour, Steven L. Goudy, David A. Zopf,

Simulation-Based Education in Healthcare

Objective To assess the effect of 3‐dimensional (3D)–printed surgical simulators used in an advanced pediatric otolaryngology fellowship preparatory course on trainee education. Study Design Quasi‐experimental pre/postsurvey. Setting Multicenter collaborative course conducted at a contract research organization prior to a national conference. Subjects and Methods A 5‐station, 7‐simulator prep course was piloted for 9 pediatric otolaryngology fellows and 17 otolaryngology senior residents, with simulators for airway graft carving, microtia ear framework carving, and cleft lip/palate repair. Prior to the course, trainees were provided educational materials electronically along with presurveys rating confidence, expertise, and attitude around surgical simulators. In October 2018, surgeons engaged in simulation stations with direction from 2 attending faculty per station, then completed postsurveys for each simulator. Results Statistically significant increases ( P <. 05) in self‐reported confidence (average, 53%; range, 18%‐80%) and expertise (average, 68%; range, 9%‐95%) were seen across all simulators, corresponding to medium to large effect sizes as measured by Cohen’s d statistic (0.41‐1.71). Positive attitudes around 3D printing in surgical education also demonstrated statistically significant increases (average, 10%; range, 8%‐13%). Trainees commented positively on gaining such broad exposure, although consistently indicated a preference for more practice time during the course. Conclusion We demonstrate the benefit of high‐fidelity, 3D‐printed simulators in exposing trainees to advanced procedures, allowing them hands‐on practice in a zero‐risk environment. In the future, we hope to refine this course design, develop standardized tools to assess their educational value, and explore opportunities for integration into use in milestone assessment and accreditation.