Daniel J Meara1, Susan Coffey Zern. 1. aDepartment of Oral and Maxillofacial Surgery and Hospital Dentistry, Christiana Care Health System, Wilmington bVirtual Education and Simulation Training Center, Christiana Care Health System, Newark, Delaware, USA.
Abstract
PURPOSE OF REVIEW: Simulation in healthcare is no longer a novel idea. Simulation continues to rapidly permeate and transform both clinical practice and medical education. Craniomaxillofacial surgery is comprised of multiple surgical disciplines, including neurosurgery, plastic surgery, otolaryngology, ophthalmology, and oral and maxillofacial surgery. All of these specialties are performing surgery in an era of evolving technology, cost containment, reduced resident work hours, and a focus on patient safety. As a result, the purpose of this manuscript is to review the most recent literature and trends in craniomaxillofacial surgery simulation as it pertains to advances in: teaching methodology, technology for training, and professional development, including lifelong learning and certificate maintenance. RECENT FINDINGS: The Halstedian model of education is no longer valid in isolation as simulation continues to evolve. Advances are occurring in craniomaxillofacial simulation fidelity, via technology, validation, and implementation, though significant opportunity still exists toward total integration into training, as procedural models are limited. SUMMARY: Simulation in craniomaxillofacial training is not fully pervasive or integrated, but evidence exists that simulation is rapidly evolving via improvements in innovation, fidelity, teaching methodology, and ultimately, commitment to simulation as a means to improve surgical education as well as patient safety and quality.
PURPOSE OF REVIEW: Simulation in healthcare is no longer a novel idea. Simulation continues to rapidly permeate and transform both clinical practice and medical education. Craniomaxillofacial surgery is comprised of multiple surgical disciplines, including neurosurgery, plastic surgery, otolaryngology, ophthalmology, and oral and maxillofacial surgery. All of these specialties are performing surgery in an era of evolving technology, cost containment, reduced resident work hours, and a focus on patient safety. As a result, the purpose of this manuscript is to review the most recent literature and trends in craniomaxillofacial surgery simulation as it pertains to advances in: teaching methodology, technology for training, and professional development, including lifelong learning and certificate maintenance. RECENT FINDINGS: The Halstedian model of education is no longer valid in isolation as simulation continues to evolve. Advances are occurring in craniomaxillofacial simulation fidelity, via technology, validation, and implementation, though significant opportunity still exists toward total integration into training, as procedural models are limited. SUMMARY: Simulation in craniomaxillofacial training is not fully pervasive or integrated, but evidence exists that simulation is rapidly evolving via improvements in innovation, fidelity, teaching methodology, and ultimately, commitment to simulation as a means to improve surgical education as well as patient safety and quality.