NESPS Home  |  Past Meetings
The Northeastern Society of Plastic Surgeons

Back to 2020 Abstracts


Can Asynchronous E-learning Improve Plastic Surgery Education in a Pandemic? A Systematic Review of E-learning in Plastic Surgery
Ines C. Lin, Alfred Lee, Jaclyn Mauch.
University of Pennsylvania, Philadelphia, PA, USA.

BACKGROUND: As we witness a growth of virtual conferences and on-demand learning modules born of necessity in the COVID-19 pandemic, e-learning will play a vital role in optimizing resident training. Our study aims to evaluate e-learning in plastic surgery in order to better inform integration of e-learning in plastic surgery education. METHODS: A systematic review of e-learning in plastic surgery was conducted using PubMed/MEDLINE, Scopus, and Embase databases. Studies were limited to those written in English and published after 1995, and excluded short communications, letters to the editor, and papers focused on in-person simulation. RESULTS: 23 papers were identified. Represented subspecialties include breast, burns, craniofacial/pediatrics, hand, and microsurgery. Most e-learning resources target surgeons and trainees, but a small number are for patients, parents, and referring physicians. 15 e-learning resources (88%) utilized multimedia, defined as a combination of text, audio, video, photo, and other interactive resources. Video resources were most frequently included (10) followed by standalone text (8) and photos/diagrams (7). Standalone audio (5) and 3-dimensional models and illustrations (3) were less commonly included. 6 papers described self-assessment tools as part of an e-learning resource. Performance outcomes were reported in 8 articles (47%). All studies comparing e-learning outcomes to control or baseline values demonstrated significant improvements in performance metrics after e-learning. Two studies showed no differences in knowledge gains from e-learning compared to traditional learning methods. Subgroup analysis showed greater benefit of e-learning for novice learners when evaluated. Users reported high levels of satisfaction with e-learning, although there may be more variable satisfaction with teaching technical skills. Surveys of plastic surgeons and trainees showed high interest in and growing utilization of e-learning. CONCLUSIONS: The COVID-19 pandemic has hastened the utilization of virtual and online learning, increasing the importance of understanding the efficacy of e-learning tools, particularly in trainee education. Research in plastic surgery e-learning shows high user satisfaction and overall improvements in learning outcomes with knowledge gains equivalent to traditional teaching methods and greater benefit in novice learners. Thus, e-learning can serve an important role in plastic surgery education, especially in the current state of social distancing. Future work should aim to define learner preferences and educational needs and better establish how e-learning can augment plastic surgical education, particularly in tandem with other teaching methods.


Back to 2020 Abstracts