Transforming the Face of Medical Education: A 5-year Experience Enhancing an Anatomy Curriculum With the Principles of Facial Transplantation.

BACKGROUND

As anatomy curricula in medical schools transition from cadaveric dissection to digital alternatives, medical educators must seek novel strategies to maintain student engagement. To address this challenge, we aimed to integrate an online module and lecture on facial transplantation (FT) into the head and neck anatomy medical school curriculum and assess its effectiveness.

METHODS

An online learning module paired with a lecture was created, with shared learning objectives based on the principles of FT. Through multimedia learning, clinically relevant content was used to teach anatomy through surgical videos supplemented with animations. Knowledge assessments followed National Board of Medical Examiners guidelines and were validated by 4 experts. Pre- and posttests evaluated confidence, knowledge, and satisfaction.

RESULTS

A total of 517 medical students completed the online module and demonstrated a significant improvement in confidence in all learning objectives (P = 0.0027). Knowledge assessment scores significantly increased from baseline (36% versus 83%, P < 0.001). Students agreed that the module was stimulating, interesting, clear, effective, and allowed for better learning, and stated that they would recommend it to others. Eighty-five percent of students rated the lecture overall as excellent.

CONCLUSIONS

FT provides an engaging and effective application for preclinical medical students to integrate curricular content. Involvement of plastic surgeons in the curriculum can create motivating opportunities for students to enhance their medical education and anatomical knowledge, while receiving an early introduction to fundamental principles of plastic and reconstructive surgery.