ArticleAdvances in medical education and practice2018
An effective and novel method for teaching applied facial anatomy and related procedural skills to esthetic physicians.
Article in Advances in medical education and practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A Systematic Review to Explore the Role of Industry and Regulators on Minimally Invasive Aesthetics Education: A Tale of Two Cities.Aesthetic plastic surgery · 2025Pooled it
- Aspiration Before Tissue Filler-An Exercise in Futility and Unsafe Practice.Aesthetic surgery journal · 2022Article
- A Core Curriculum for Postgraduate Program in Nonsurgical Aesthetics: A Cross-sectional Delphi Study.Aesthetic surgery journal. Open forum · 2022Article
- Letter to the Editor on 'MD Codes™: A Methodological Approach to Facial Aesthetic Treatment with Injectable Hyaluronic Acid Fillers'.Aesthetic plastic surgery · 2021Article
- Clinical Observations and the Anatomical Basis of Blindness After Facial Hyaluronic Acid Injection.Aesthetic plastic surgery · 2019Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAn understanding of facial anatomy is crucial for the safe practice of nonsurgical facial esthetic procedures. Contextual learning, aided with instructional design, enhances the trainees' overall learning experience and retention, and makes a positive impact on the performance of procedural skills. The present study aimed to develop a teaching approach based on Bloom's taxonomy involving cognitive, affective, and psychomotor learning domains. MATERIALS AND
methodsThe practicability of Assess & Aware, Demonstrate, Decode, Act & Accomplish, Perform, Teach & Test (ADDAPT), a new approach to teaching applied facial anatomy and procedural skills to esthetic physicians in a large group setting, was evaluated in this study. Study participants were from two cohorts (n=124) who underwent 2 days of applied anatomy training in Singapore. Pre- and post-course multiple choice questions and objective structured practical examination were conducted to measure the effectiveness and applicability of the teaching model. Expert raters, table demonstrators, and participants rated the steps involved in the ADDAPT model on an 11-point Likert scale.
resultsPre- and post-course evaluation mean scores for multiple choice questions were 17.32 (SD ±3.36) and 22.61 (SD ±1.77) and for objective structured practical examination were 24.53 (SD ±4.63) and 43.57 (SD ±5.35), respectively (
conclusionThe ADDAPT model is practical to instruct a large group of trainees in clinical anatomy and procedural skill training. This approach to instructional design may be feasible and transferable to other areas of psychomotor skill training in medical education.
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