Effectiveness of teaching facial anatomy through cadaver dissection on aesthetic physicians' knowledge
Authors Kumar N, Rahman E
Received 18 April 2017
Accepted for publication 8 June 2017
Published 17 July 2017 Volume 2017:8 Pages 475—480
Checked for plagiarism Yes
Review by Single-blind
Peer reviewers approved by Dr Maria Olenick
Peer reviewer comments 3
Editor who approved publication: Dr Anwarul Azim Majumder
Narendra Kumar, Eqram Rahman
Postgraduate Medical Institute, Faculty of Medical Science, Anglia Ruskin University, Chelmsford, UK
Background: Cadaver dissection for anatomy training provides an opportunity to understand the precise nature of human tissues with their clinical and structural relationships. This study assessed the effectiveness of this practical educational intervention for teaching applied facial anatomy on the knowledge and confidence of aesthetic physicians.
Methods and materials: A total of 168 aesthetic physicians underwent facial applied anatomy training for 2 days at The Academia, Singapore. The 2-day course encompassed detailed facial anatomy of neurovasculature, fat compartments, ligaments, and muscles followed by simulated practice of safer injection techniques. To enable quality interaction between the participants and the faculties, the delegates were divided into four groups. Academic impact of the program was evaluated by a pre-course and post-course multiple choice question (MCQ) test. Participants, also completed a paper-based feedback on their knowledge, skills, and confidence in performing nonsurgical facial aesthetic procedures. Different sets of MCQs were utilized for pre-course post-course test to avoid any recall bias.
Results: All 168 participants completed the test and were included in the analysis. Mean pre-course and post-course test scores were 4.8 (standard deviation [SD] 1.9) and 7.6 (SD 1.7), respectively (p<0.001 vs pre-course test). All the four groups showed improvement in their facial anatomy knowledge based on the comparison of pre-course and post-course test results (p<0.001). The average post-course test score in all the groups from baseline significantly improved. However, there was no statistical difference in pre-course and post-course test evaluation between the groups (p=0.32).
Conclusion: Our results showed that cadaver anatomy training improved applied facial anatomy knowledge for most of the aesthetic practitioners, which may enhance their confidence in performing nonsurgical facial aesthetic procedures.
Keywords: MCQ, facial anatomy, non-surgical, anatomy teaching, simulation, anatomy knowledge, pre-course test, post-course test
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