American Council of Academic Plastic Surgeons
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Effects of Video-Based Burns Education On Technical and Non-technical Skills Acquisition in Simulation
Konstantinos Gasteratos, MD, MSc1, Joseph Robert Paladino2, Raman Mahabir, MD MSc FRCSC FACS3, Jeremy Goverman, MD, FACS4, Antonis Galanos, MSc, Ph.D.5, Scott D.Lifchez, MD, FACS6, W. Bosseau Murray, MD7
1MSc in Reconstructive Microsurgery, Queen Mary University of London, UK. 2Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA 3Private Plastic, Reconstructive and Cosmetic Surgeon, Scottsdale, AZ 85260 4Massachusetts General Hospital, Burns Center, Harvard Medical School, Boston, MA 5Biostatistician, Laboratory of Research of the Musculoskeletal System. School of Medicine, National and Kapodistrian University of Athens 6Associate Professor of Plastic Surgery and Orthopedic Surgery, Program Director, Johns Hopkins/University of Maryland Plastic Surgery Residency, Chief of Plastic Surgery and Director of Hand Surgery, Johns Hopkins Bayview Medical Center, Baltimore, MD 21224 7Professor of Anesthesiology, Pennsylvania State University College of Medicine at Milton S. Hershey Medical Center, Hershey, PA

Background: While written material remains one of the most common methods of education, the current generation of learners may benefit from additional different media. In our study, we aim to quantify the effects of an innovative video instruction on subsequent resident performance in a burn patient simulation.
Methods: Following IRB approval, 60 Plastic Surgery residents were randomly assigned to two groups. The control group (n=30) was given only written material as preparation. The experimental group (n=30) was provided access to video training materials in addition to the written material on technical and non-technical skills. Their videotaped performances on simulation were evaluated by a blinded surgical faculty member. The comparison of variables between the two groups was performed using a Mann-Whitney test for non-normal distributions of quantitative variables, and Fisher’s Exact Probability test for qualitative data. Statistical significance was set at p<0.05.
Results: Compared to the control group, the experimental group achieved significantly higher scores in the technical skills of assessment of breathing (p=0.015), disability (p=0.023), and exposure (p=0.005) and in the non-technical skills of decision-making (p=0.035).
Conclusion: In residents participating in burn patient simulations, video training in advance of the simulation significantly improved their assessments of breathing, disability, and exposure as well as decision-making. We believe our video is a valuable tool to enhance trainees’ management of burn patient simulations.

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