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Utilization of Pre and Post-Assessments in Resident Microsurgery Education
Katherine Grunzweig MD, Ji Son MD, Anand Kumar MD
University Hospitals Cleveland Medical Center
2018-02-14
Presenter: Katherine Grunzweig
Affidavit:
"I certify that co-authors Ji Son and Katherine Grunzweig (presenting author) did the majority of the original work of this project, including conception, literature search, data collection, writing, analysis and revision."
Director Name: Anand Kumar
Author Category: Resident Plastic Surgery
Presentation Category: Clinical
Abstract Category: General Reconstruction
Purpose: Plastic surgery resident education models are rapidly developing with the advent of the core curriculum model. Many microsurgical labs exist for teaching technical skill, however education regarding instrument names and procedures has not been fully explored. The purpose of this study was to evaluate efficacy of short teaching activities based on pre and post-test models, for learning basic microsurgery instrument names and procedures. These models have been used successfully in both craniofacial and wrist block education at our institution.
Methods: IRB approval was obtained for use of resident data. A 10-question, 20-point assessment was developed in conjunction with the microsurgery faculty and relevant literature. This exam was given to residents and medical students before and after a hands-on microsurgery lab using synthetic models, with staff available for education. Statistical analysis was performed using one sample t-tests.
Results: Residents for whom data was missing were not included in statistical analysis, 13 took the pre-test and 10 took the post-test. Average pre-test and post-test scores for third and fourth year medical students were 6.5 and 10. Junior resident averages improved from 7.5 to 8.83 (p=0.135). Midlevel averages improved significantly, 9 to 12.17 (p=0.061). Senior averages improved 10.17 to 11.33 (0.313). Overall resident improvement was significant, p=0.024.
Conclusions: Indirect education regarding instrument naming and procedures improved resident scores, suggesting the pre-tests guided resident knowledge attainment during the practicum. However, guided education covering the assessment topics likely would re-enforce and improve resident scoring.
