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Teaching the Furlow Palatoplasty technique to medical students: a randomized, controlled trial comparing traditional didactic methods to a low-fidelity model
Erin Anstadt MD, Eva Roy BS, Lisa Block MD, Jesse Goldstein MD
University of Pittsburgh Medical Center
2020-02-13
Presenter: Erin Anstadt MD
Affidavit:
Vu Nguyen
Director Name: Vu Nguyen
Author Category: Resident Plastic Surgery
Presentation Category: Clinical
Abstract Category: Craniomaxillofacial
Background:
Simulation-based education has proven efficacy in building clinical and surgical skills. This study evaluates the use of a low-fidelity model to teach medical students the Furlow Double-Opposing Z-Palatoplasty.
Methods:
Medical students participating in a Plastic Surgery elective were randomly assigned to receive a traditional lecture on the Furlow palatoplasty alone (control group), or receive the lecture and participate in a simulation providing hands-on instruction on the technique (experimental group). All students took a test on cleft palate pathology and the Furlow technique at the beginning of the course (test 1). Controls repeated the test after the lecture alone; experimental group students took the test after the lecture and simulation (test 2). Knowledge retention was measured in a third test three weeks later (test 3). Test performance was compared between the two groups.
Results: 21 students enrolled in the course; 10 were randomized to the control group and 11 to the experimental group. Test 1 showed no significant difference in the mean percent of correct answers between the groups (control=54.6%, experimental=51.0%). On test 2, there was a statistically significant difference between the groups in the percent correct, with an average increase of 4.6% correct for controls and 16.8% for the experimental group (p=0.046). Surveyed students indicated satisfaction with the model.
Conclusions: A low-fidelity Furlow Palatoplasty model significantly increased medical student understanding of the principles and steps involved in this complex surgical technique. It is an inexpensive and effective educational tool that could also be applied to resident education.
