Parth Patel1, Kunal Malik2, Amor Khachemoune3,4. 1. Division of Dermatology, Department of Medicine, Montefiore Medical Center, Albert Einstein College of Medicine, Bronx, New York, USA. 2. Department of Dermatology, Icahn School of Medicine at Mount Sinai, New York, USA. 3. Department of Dermatology, SUNY Downstate, Brooklyn, New York, USA. amorkh@gmail.com. 4. Dermatology Service, Veterans Affairs Hospital, SUNY Downstate, 800 Poly Place Brooklyn, New York, 11209, USA. amorkh@gmail.com.
Abstract
BACKGROUND: Traditional in-person discussion alone is often used for preoperative education in Mohs micrographic surgery (MMS). The appropriate use of more modern education techniques is not well defined in the MMS literature. OBJECTIVE: The authors aim to evaluate patient education techniques for MMS, address education in special populations, and highlight opportunities for improvement. METHODS AND MATERIALS: We performed a PubMed literature search with keywords "Mohs" and "education", "teaching", "understanding", "explanation", "preoperative", or "consent" with no restriction on publication time frame due to literature scarcity. RESULTS: Teledermatology consultation, MMS videos, 3D models, pamphlets/online materials, and shared medical appointments appear to be effective techniques (GRADE B). Analogies are also anecdotally helpful when integrated into traditional verbal education (GRADE C). The role of preoperative educational phone calls is more controversial (GRADE C). CONCLUSION: Regardless of the education technique utilized, no singular technique entirely replaces the traditional in-person discussion. Having access to multiple modalities can be beneficial for patients, allowing them options to choose their preferred method(s) of education. MMS is a difficult topic to conceptualize, and further research into educational techniques is needed to provide clear guidelines for Mohs surgeons.
BACKGROUND: Traditional in-person discussion alone is often used for preoperative education in Mohs micrographic surgery (MMS). The appropriate use of more modern education techniques is not well defined in the MMS literature. OBJECTIVE: The authors aim to evaluate patient education techniques for MMS, address education in special populations, and highlight opportunities for improvement. METHODS AND MATERIALS: We performed a PubMed literature search with keywords "Mohs" and "education", "teaching", "understanding", "explanation", "preoperative", or "consent" with no restriction on publication time frame due to literature scarcity. RESULTS: Teledermatology consultation, MMS videos, 3D models, pamphlets/online materials, and shared medical appointments appear to be effective techniques (GRADE B). Analogies are also anecdotally helpful when integrated into traditional verbal education (GRADE C). The role of preoperative educational phone calls is more controversial (GRADE C). CONCLUSION: Regardless of the education technique utilized, no singular technique entirely replaces the traditional in-person discussion. Having access to multiple modalities can be beneficial for patients, allowing them options to choose their preferred method(s) of education. MMS is a difficult topic to conceptualize, and further research into educational techniques is needed to provide clear guidelines for Mohs surgeons.
Authors: Joseph F Sobanko; Diego Da Silva; Zelma C Chiesa Fuxench; Badri Modi; Thuzar M Shin; Jeremy R Etzkorn; Sara S Samimi; Karolyn A Wanat; Christopher J Miller Journal: J Am Acad Dermatol Date: 2016-12-04 Impact factor: 11.527
Authors: Logan S D'Souza; H Ray Jalian; Chris Jalian; Murad Alam; Daniel B Eisen; Mathew M Avram; Omar A Ibrahimi Journal: JAMA Dermatol Date: 2015-05 Impact factor: 10.282