A Video-Based, Flipped-Classroom, Simulation Curriculum for Dermatologic Surgery: a Prospective, Multi-Institution Study

Abstract Background Medical education is evolving to emphasize trainee engagement. The impact of a flipped-classroom curriculum and surgical simulation on dermatology resident education has not been evaluated. Objective To assess the impact of video education and surgical simulation on dermatology resident procedural skills. Methods We created a curriculum on foundational surgical skills for 31 first- and second-year dermatology residents at three institutions. The flipped-classroom approach replaces traditional in-person lectures with at-home viewing of instructional videos. After this self-directed learning, trainees had three hands-on sessions using simulated skin models. The Objective Structured Assessment of Technical Skills (OSATS) instrument was used to assess residents performing a simulated elliptical excision with intermediate repair before and after the curriculum. Residents completed pre- and post-curriculum surveys evaluating operative confidence and perceived value of the curriculum. Results Residents' total OSATS score increased from a median of 27 (IQR 22-38.5) to 46 (IQR 39.5-51.5) (p Limitations Limitations include the small sample size and potential influence from concurrent learning on surgical rotations. Conclusions Video education and simulation are effective for improving dermatology residents' procedural skills. We hope to serve as a template for other institutions and non-dermatology trainees hoping to improve procedural skills.