A. S. Volk1, B. S. Eisemann2, R. P. Dibbs1, A. T. Perdanasari2, T. L. Braun2, K. P. Marsack1,2 1Texas Children’s Hospital,Department Of Plastic Surgery,Houston, TX, USA 2Baylor College Of Medicine,Division of Plastic Surgery, Michael E. DeBakey Department of Surgery,Houston, TX, USA
Introduction:
Smile Train is an international children’s charity committed to improving cleft care around the world by empowering local medical professionals in developing countries to provide quality comprehensive cleft care in their own communities. This organization builds surgical capacity in developing countries by partnering with local hospitals and providing training opportunities for local surgeons and other medical professionals. As part of their sustainable model, Smile Train has developed a web-based, interactive virtual simulator to help improve the surgical training of cleft procedures for surgeons around the world. The simulator replicates the anatomical and technical steps involved in cleft lip and palate surgery. The purpose of this study was to evaluate this simulator as a tool for enhancing surgical training.
Methods:
Physicians in training at an academic institution were recruited to study the educational benefits of the surgical simulator. A pre-test and questionnaire with questions addressing cleft care, surgical knowledge, and confidence level was developed and administered to all participants. Participants were then instructed to complete three simulator modules followed by a post-test and questionnaire to measure changes in knowledge and confidence levels.
Results:
Sixteen surgeons-in-training participated in this study. The mean score on the knowledge exam improved after reviewing the modules. Junior resident scores increased from 33.1% to 64.4%, and senior resident scores increased from 46.9% to 70.8%. Survey results demonstrated that reviewing the module increased participants’ confidence in the knowledge of cleft anatomy, understanding of the surgical procedures, and ability to follow along meaningfully while assisting in surgical procedures.
Conclusion:
This study demonstrates that the Smile Train Virtual Surgery Simulator increased knowledge and reported surgeon confidence in understanding and assisting in cleft lip surgery, signifying its usefulness as a training tool for surgeons in training. Virtual simulation may become a valuable resource for improving understanding and competence of the craniofacial surgeon while also serving as an educational resource to other members of the comprehensive cleft care team, patients, and families.