Prevalence and Determinants of Emotional and Behavioral Problems in Children with Sleep Disordered Breathing
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Date
2024-12-23
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Addis Ababa University
Abstract
Background: Bilateral cleft lip is a common problem that mandates intervention. However, the surgery has a high learning curve and is technically demanding, which requires a delicate skill with an understanding of the complex three-dimensional anatomy of the lip and the nose. More recently, cleft surgery simulators have been developed and proposed as potential solutions for challenges facing cleft surgery education. Trainings using a simulator were shown to significantly improve the competence and proficiency of trainees. The first simulator-based bilateral cleft lip repair training was conducted at ALERT Hospital in Addis Ababa, Ethiopia. Weevaluated the impact and effectiveness of the training in this study.
Objective: The main purpose of this study was to evaluate and assess the efficacy and impact of the first simulator-based bilateral cleft lip repair training in Ethiopia, which was conducted at ALERTHospital in Addis Ababa, Ethiopia. Methods: Asimulator-based bilateral cleft lip repair workshop was delivered to plastic and reconstructive surgery attendings and trainees in Addis Ababa, Ethiopia. Before the workshop, all participants received a supplementary video on the subject matter. A didactic lecture followed by a simulation session was delivered during the workshop. Both pre- and post-workshop, participants completed an online survey, which was entered into the Smile Train database. The data was retrieved from the Smile Train database, entered into the latest version of SPSS, and analyzed. Paired t-test was conducted to assess a statistical effect on impact and efficacy of the training. Outputs were summarized into different charts, figures and table formats.
Results: A total of 18 participants (18/20) had finished the training. A significant improvement in their level of confidence after the workshop was declared. Before the training, only 38.9% had had excellent confidence. However, this figure rose to 67% after the training. Two-thirds (66.67%) of the participants strongly agreed on the training’s relevance, content, usefulness, and educational value. About 55.56% strongly believed in the training content and would irecommend the workshop to their colleague. More than three-fifths (61.11%) strongly believed the workshop covered relevant surgical contents, and two-thirds (66.67%) agreed on the realistic simulation of the workshop. The paired t-tests indicated an efficacy was changed with an adjusted mean difference (-4.39±SD 3.24 (-2.78,-5.99), p < 0.000).
Conclusion and recommendations: Simulator-based bilateral cleft lip repair training is very vital for a trainee’s efficacy improvement, so we recommend such training on a larger scale. Therefore, curriculum developers and stakeholders, including non-government organizations, should consider engaging in providing simulator-based training to surgical trainees to be skilled at bilateral cleft lip repair.
Keywords: Assessement, Impact, Efficacy, Simulator, Bilateral Cleft Lip Repair, Ethiopia
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Assessement Impact Efficacy Simulator Bilateral Cleft Lip Repair Ethiopia