Volumetric analysis of nasolabial fold

An 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.

Pre- and post-course multiple choice questions and objective structured practical examination were conducted to measure the effectiveness and applicability of the teaching model.

A 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.

Module 1- is to ensure the in-depth learning of applied facial anatomy relevant to nonsurgical injection therapy using fresh frozen cadavers.

Module 2-Table demonstrators to guide and facilitate active participation and to keep the group task focused on simulation skill models

Module 3-Pre and post course questionnaire and mcqs ie 25 MCQs focused on factual and case-based applied facial anatomy knowledge. MCQs are reliable in testing both recall and recognition domains.

Module-4-10 OSPE skill stations for procedural skills will be instituted pre and post-course, as it involves visual, logical, linguistic, kinesthetic, and interpersonal intelligence

Health care practitioners require the development of psychomotor skills in facial fillers; therefore, it is one of the key learning outcomes in all the medical education curricula. In india medical schools emphasize developing the learning framework around the cognitive and affective domains and leave the progress of psychomotor skills to a clinical clerkship, where trainees are provided with controlled clinical practice opportunities. The success of such an approach is reliant on the competency of clinical supervisors. Institutions are relying on qualified clinicians in the workplace to educate and develop the psychomotor skills of trainees during these supervised sessions. 

This module has cognitive, affective and the psychomotor by providing a platform that is clear, time specific, and outcome-based where a sound knowledge of anatomy is gained, then applied and tested before any complex facial esthetic procedures are taught.

This module is for undergraduates in medical schools and healthcare practitioners dealing with aesthetic facial procedures like dermatologists,ENT surgeons and plastic surgeons.

Undergraduate curriculum in India lacks this aesthetic component of cosmetic surgery techniques which can be inculcuted in curriculum in our institute and other AIIMS all over India.

The current study is the first to present and appraise not only the methodological approach to anatomy-based procedural skill teaching in a large group setting, but also to facilitate working in a group assisted by peer-assisted learning in both commercial and govt setups.

Educator-Bob Dolan

Clinicians/Tutors-Dr Vishal Mago,Dr Neetu kochhar,Dr P bhadoria

Technical expert-Dr M Jagtap,Dr Praveen AJ

Artist,medical illustrator,designers-Dr Amborish

Collaboration with other universities abroad