A Novel Interdisciplinary Educational Model for Traumatic Laceration Repair in Surgical Training Programs
Sameer Massand MD1, Deborah Daoud BS2, Alexis Rothermel MD3, Logan Carr MD4, Steven Allen MD1, T Shane Johnson MD1
1Penn State Hershey Medical Center, Hershey, PA, USA, 2Penn State University College of Medicine, Hershey, PA, USA, 3Emory University Hospital, Atlanta, GA, USA, 4New York Medical College, Valhalla, NY, USA
Background: Laceration repair is a critical component of general surgery. Most general surgery residency programs, however, allocate minimal time for laceration repair training and education. We present a collaborative and practical educational intervention in which general surgery postgraduate year-one (PGY-1) residents receive laceration repair training by senior plastic surgery residents in a manner integrated into routine patient care.
Methods: Study participants were PGY-1 general surgery residents at a single institution. The control group (2018-2019) did not receive any additional laceration repair training. The experimental group (2019-2020) underwent a didactic session led by plastic surgery senior residents, after which all clinical laceration repairs that required consultation of the plastic surgery service were performed by the general surgery PGY-1 resident under the guidance of the plastic surgery senior resident. Both groups completed an end-of-year confidence survey, basic knowledge test, and practical examination; the experimental group additionally completed these at start-of-year.
Results: The control group consisted of seven residents, and the experimental group consisted of 16 residents. The experimental group performed significantly better on both components of the end-of-year practical exam compared to the control group, (p<0.005 and p=0.025), and as compared to its start-of-year results (p<0.005 and p<0.005). No significant difference was found in confidence or basic knowledge.
Conclusion: Residents demonstrated an improvement in practical laceration repair following this simple intervention. The intervention is collaborative, simple to implement without the use of additional resources, is compatible with routine patient care, and is likely to be a valuable teaching role for plastic surgery residents.
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