What is it about?
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. The present study aimed to develop a teaching approach based on Bloom’s taxonomy involving cognitive, affective, and psychomotor learning domains.
Featured Image
Photo by Gülfer ERGİN on Unsplash
Why is it important?
The ADDAPT model is a three-dimensional teaching and assessment framework, where complex nonsurgical facial esthetic interventions and elaborate facial anatomy were taught to attain mastery of the necessary skills. This unified teaching model has facilitated an interdependent learning network aided by peer-assisted learning, which has proven to be the soul of modern medical education. Combining such tools not only enforces theoretical knowledge and refinement of procedural skills by repetition but also helps in minimizing potentially serious complications.1 Thus, the ADDAPT model has proven to be advantageous in taking students on a journey involving all three domains of human learning.
Perspectives
To the best of our knowledge, 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, involving all the domains of human learning. ADDAPT’s six steps provide a well-organized erudition pathway as they give structure to the facial anatomy lesson plan that fits several learning styles. The authors described a practical teaching approach with clearly defined steps focusing on different stages of learning a complex task such as conceptualization, visualization, verbalization, and actualization. Since trainees may have a wide range of learning styles, they learn most efficiently from a combination of activities that kindles the visual, auditory, verbal (read–write), and kinesthetic sensory modalities.
Dr Narendra Kumar
University College London
Read the Original
This page is a summary of: An effective and novel method for teaching applied facial anatomy and related procedural skills to esthetic physicians, Advances in Medical Education and Practice, December 2018, Dove Medical Press,
DOI: 10.2147/amep.s181874.
You can read the full text:
Resources
Contributors
The following have contributed to this page
