OBJECTIVE
To develop a system for practical skill training (including endoscopic techniques and microsurgery) in reconstructive and aesthetic surgery for plastic surgeons using the Wet-lab educational surgery room; to demonstrate the advantages of modern educational programs for practical skill training for plastic surgeons.
MATERIAL AND METHODS
For correct assessment of methodological approach, we distinguished 6 groups (60 people, mean age 30.5±3.5 years) using double-blind selection protocol in accordance with baseline professional qualification. OSATS scale was used to assess the efficiency of educational process. Three-unit program for techniques and manual skill training (classical procedures, endoscopy-assisted surgeries, microsurgical manipulations) was analyzed in accordance with international evaluation criteria.
RESULTS
Specialists training in plastic surgery are an extremely heterogeneous group of trainees regarding the ratio of practical skills to psychological motivation. Some of them recognize that their theoretical and practical knowledge prevent them from working independently as a plastic surgeon. At the same time, others have groundless overconfidence in their capabilities (self-test gradation: skills from 1.6±0.699 to 8.2±1.317, confidence from 1.6±0.699 to 7.3±1.49). Training program for specialists in plastic surgery leads to a differentiated growth of self-assessment of practical skills, confidence, comfort and capability of independent practice in all analyzed groups.
CONCLUSION
Experience in practical health care considerably influences mastering the techniques of aesthetic surgeries by all criteria of independent three-expert evaluation although these differences are less obvious compared to self-test gradations. WetLab educational program leads to more significant dynamics in objective assessment of practical skills as compared to isolated education in a simulation center or using the complexes of cadaveric tissues. WetLab educational program is advisable not only for clinical orientation but also for generalization and standardization of theoretical education, development of sense of responsibility and collectivity that contribute to more comfortable performance of professional duties in the future.
