Teaching Patient Selection in Aesthetic Surgery
Division of Plastic Surgery, University of Kentucky, Lexington, KY 40536-0284, USA.Annals of plastic surgery (Impact Factor: 1.49). 08/2008; 61(2):127-31; discussion 132. DOI: 10.1097/SAP.0b013e31815b07b2
This study evaluates the effectiveness of standardized patients for teaching patient selection in esthetic surgery. Six actors received detailed character descriptions. Each was interviewed by a resident for 30 minutes in a conference setting. Participants completed a questionnaire, and a discussion was held. Written simulations were administered before and after the sessions, from which a faculty standard was developed using hierarchical cluster analysis. Resident responses were compared with the standard using a squared euclidean metric. Residents' pre- and posttest scores were compared with the faculty standard using 2-way analysis of variance. Accuracy scores were found to be significantly lower (more accurate) after the training than before (P < 0.001). Upon a 6-item questionnaire, both faculty and residents agreed that it was a worthwhile exercise (faculty mean, 6.2 out of 7; resident, 6.3) and that the standardized patients were believable. Standardized patients can provide effective instruction in traditionally difficult-to-teach areas such as communication and patient selection.
Conference Paper: On the dynamic version of the minimum hand jerk criterion[Show abstract] [Hide abstract]
ABSTRACT: The paper deals with the problem of trajectory formation of human reaching movements. First we review conventional criteria of optimality adopted in robotics and computational neuroscience and formulate a dynamic version of the minimum hand jerk criteria. We call it a minimum driving force change criterion. We compare this criterion with conventional ones and show that it can also be a good candidate to model unconstrained reaching movements. Next, we test the performance of the new criterion for the tasks where human movements are constrained by the external environment. The simulation and experimental results show feasibility of the new criterion.Intelligent Robots and Systems, 2004. (IROS 2004). Proceedings. 2004 IEEE/RSJ International Conference on; 11/2005
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ABSTRACT: The overall objective of this study is to assess the usefulness of a standardized patient (SP) educational activity in the evaluation of surgery residents' communication skills. This is a pre/post observational study on surgery residents' communication skills, attitudes, and self-perceptions after an educational activity with standardized patients. Scott & White Healthcare is a Central Texas-based non-profit integrated healthcare system with more than nine hospitals, 60 clinics, and a health plan. Scott & White Memorial Hospital in Temple is a Level-1 Trauma Center and the clinical site for the Texas A&M Health Science Center-College of Medicine in Temple, Texas. In all, 14 residents of the Texas A&M Health Science Center-College of Medicine/Scott & White General Surgery Residency Program participated in the SP education activity. After the activity, residents agreed more with the statements: "Communication skills are a learned behavior" and "Effective communication with patients is more difficult in high-stress situations." A significant increase in positive attitude toward physician-patient communication was measured in PGY3 and PGY-4 residents after the activity. However, there was no significant difference in residents' self-perceptions of communication skills after the activity. The residents believed the activity was somewhat useful, and feedback from the SPs was informative and helpful. Overall, in a formative setting, the SP methodology was a useful methodology to assess surgery residents' patient communication. The use of this methodology might require specific curriculum integration that is appropriate to the year of postgraduate training. This study demonstrates how SPs can be integrated into a Surgery Residency curriculum for teaching and assessing communication.Journal of Surgical Education 05/2011; 68(3):172-7. DOI:10.1016/j.jsurg.2010.12.005 · 1.38 Impact Factor
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ABSTRACT: As of 2006, the Accreditation Council for Graduate Medical Education had defined six "core competencies" of residency education: interpersonal communication skills, medical knowledge, patient care, professionalism, practice-based learning and improvement, and systems-based practice. Objective structured clinical examinations using standardized patients are becoming effective educational tools, and the authors developed a novel use of the examinations in plastic surgery residency education that assesses all six competencies. Six plastic surgery residents, two each from postgraduate years 4, 5, and 6, participated in the plastic surgery-specific objective structured clinical examination that focused on melanoma. The examination included a 30-minute videotaped encounter with a standardized patient actor and a postencounter written exercise. The residents were scored on their performance in all six core competencies by the standardized patients and faculty experts on a three-point scale (1 = novice, 2 = moderately skilled, and 3 = proficient). Resident performance was averaged for each postgraduate year, stratified according to core competency, and scored from a total of 100 percent. Residents overall scored well in interpersonal communications skills (84 percent), patient care (83 percent), professionalism (86 percent), and practice-based learning (84 percent). Scores in medical knowledge showed a positive correlation with level of training (86 percent). All residents scored comparatively lower in systems-based practice (65 percent). The residents reported unanimously that the objective structured clinical examination was realistic and educational. The objective structured clinical examination provided comprehensive and meaningful feedback and identified areas of strengths and weakness for the residents and for the teaching program. The examination is an effective assessment tool for the core competencies and a valuable adjunct to residency training.Plastic and Reconstructive Surgery 07/2011; 128(1):291-8. DOI:10.1097/PRS.0b013e31821962d2 · 2.99 Impact Factor
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