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dc.contributor.authorNgaage, L.M.
dc.contributor.authorKim, C.J.
dc.contributor.authorHarris, C.
dc.contributor.authorMcNichols, C.H.L.
dc.contributor.authorIhenatu, C.
dc.contributor.authorRosen, C.
dc.contributor.authorGebran, S.
dc.contributor.authorLiang, F.
dc.contributor.authorRada, E.M.
dc.contributor.authorNam, A.
dc.contributor.authorSlezak, S.
dc.contributor.authorRasko, Y.M.
dc.date.accessioned2020-02-04T16:19:38Z
dc.date.available2020-02-04T16:19:38Z
dc.date.issued2020
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85078423264&doi=10.5999%2faps.2019.00409&partnerID=40&md5=258c09ad6aaca4d12df797001bc0c5f0
dc.identifier.urihttp://hdl.handle.net/10713/11657
dc.description.abstractBackground As the demand for cosmetic surgery continues to rise, plastic surgery programs and the training core curriculum have evolved to reflect these changes. This study aims to evaluate the perceived quality of current cosmetic surgery training in terms of case exposure and educational methods. Methods A 16-question survey was sent to graduates who completed their training at a U.S. plastic surgery training program in 2017. The survey assessed graduates' exposure to cosmetic surgery, teaching modalities employed and their overall perceived competence. Case complexity was characterized by the minimum number of cases needed by the graduate to feel confident in performing the procedure. Results There was a 25% response rate. The majority of respondents were residents (83%, n=92) and the remaining were fellows (17%, n=18). Almost three quarters of respondents were satisfied with their cosmetic training. Respondents rated virtual training as the most effective learning modality and observing attendings’ patients/cases as least effective. Perceived competence was more closely aligned with core curriculum status than case complexity, i.e. graduates feel more prepared for core cosmetic procedures despite being more technically difficult than non-core procedures. Conclusions Despite the variability in cosmetic exposure during training, most plastic surgery graduates are satisfied with their aesthetic training. Incorporation of teaching modalities, such as virtual training, can increase case exposure and allow trainees more autonomy. The recommended core curriculum is adequately training plastic surgery graduates for common procedures and more specialized procedures should be consigned to aesthetic fellowship training.en_US
dc.description.urihttps://doi.org/10.5999/aps.2019.00409en_US
dc.language.isoen_USen_US
dc.publisherKorean Society of Plastic and Reconstructive Surgeonsen_US
dc.relation.ispartofArchives of Plastic Surgery
dc.subjectAesthetic surgeryen_US
dc.subjectCurriculumen_US
dc.subjectFellowshipen_US
dc.subjectResidencyen_US
dc.subjectTrainingen_US
dc.titleGraduate perception of cosmetic surgery training in plastic surgery residency and fellowship programsen_US
dc.typeArticleen_US
dc.identifier.doi10.5999/aps.2019.00409


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