Craniofacial Skills: A 2-Site Validation of Assessments to Aid Plastic Surgery Resident Milestone Achievement in Technical Skills and Instrument Knowledge.

BACKGROUND

Plastic surgery evaluates residents on milestones. This study defines a model of education including pre and post-test assessments paired with didactics intended for evaluating residents in the unique technical skills of craniofacial surgery.

METHODS

At the first institution, instrument identification, and time/accuracy of burr hole placement, craniotomy, and plating on Saw Bones Craniofacial Models were tested before and after a 7.5-hour craniofacial orthognathic surgery workshop. At the second institution, this was refined, removing plating, eliminating assessment of timing, and shortening didactics to standard osteotomies, instrument names, and common surgical approaches. The study population consisted of junior, mid-level, and senior residents on 2 different University craniofacial services.

RESULTS

Participant performance was analyzed by level of training: junior, midlevel and senior resident. In the first iteration, resident times improved significantly for all 4 tasks (P = 0.008, 0.035, 0.035, 0.016). Resident accuracy improved significantly for instrument naming (P = 0.003). Except for instrument naming, resident year did not impact improvement (timing: P = 0.062, 0.310, 0.125, 0.334; accuracy: P = 0.029, 0.664, 0.717, 0.306). In the second iteration, resident accuracy improved for all tasks (instrument naming P = 0.00002, burr holes P = 0.0031, craniotomy P = 0.08). There was no difference in rate of improvement between resident cohorts.

CONCLUSION

The task-based assessment with resident education on basic craniofacial surgery skills, standard osteotomies, and instrument names directed resident learning and assessed resident knowledge. With the removal of time as a metric, all tasks improved in accuracy. The craniofacial skills task-assessment successfully evaluated milestone attainment in a reproducible model.