An effective and novel method for teaching applied facial anatomy and related procedural skills to esthetic physicians

Figures & data

Figure 1 ADDAPT teaching steps.

Abbreviation: ADDAPT, Assess & Aware, Demonstrate, Decode, Act & Accomplish, Perform, Teach & Test.

Figure 2 Students engagement in the small group where the table demonstrator is explaining the steps of the procedure.

Table 1 ADDAPT rating scale

Steps	Expert rater	Table demonstrator	Rating (0= strongly disagree, 10= strongly agree)
A	Content and pace are adequate to capture the attention of the participants	Content and pace are adequate to capture the attention of the participants
D	• The LT is confident in demonstrating anatomy and procedural skills • The individual group demonstrators mirrored the skills accurately and competently	The LT is confident in demonstrating anatomy and procedural skills
D	• The procedural narration is clear, concise, and fluid	The procedural narration is clear, concise, and fluid
A	• The participants repeated the steps without interruption • The demonstrators can control the group	The participants repeated the steps without interruption
P	Feedback provided to the participants is adequate and clear	Feedback provided to the participants is adequate and clear
T	• Trainees were thoroughly engaged in peer teaching • Questions were written in the appropriate format • Time allocated to complete the examination was adequate	• Trainees were thoroughly engaged in peer teaching • Questions were written in the appropriate format • Time allocated to complete the examination was adequate

Abbreviations: ADDAPT, Assess & Aware, Demonstrate, Decode, Act & Accomplish, Perform, Teach & Test; LT, lead tutor.

Figure 3 MCQ pre- and posttest score.

Abbreviation: MCQ, multiple choice question.

Figure 4 OSPE pre- and posttest score.

Abbreviation: OSPE, objective structured practical examination.

Table 2 Paired-samples statistics

Mean			N	SD	Standard error of the mean
Pair 1	MCQ_pre	17.3226	124	3.36058	0.30179
	MCQ_post	22.7500	124	1.70425	0.15305
Pair 2	OSPE_pre	24.5323	124	4.63538	0.41627
	OSPE_post	43.5726	124	5.35894	0.48125

Abbreviations: MCQ, multiple choice question; OSPE, objective structured practical examination.

Table 3 Paired-samples test

Mean		SD	Paired differences			t	df	Significance (two-tailed)
			Standard error of the mean	95% CI of the difference
				Upper	Lower
Pair 1: MCQ_post–MCQ_pre	5.42742	3.05551	0.27439	4.88428	5.97056	19.780	123	0.000
Pair 2: OSPE_post–OSPE_pre	19.04032	6.39664	0.57444	17.90326	20.17738	33.146	123	0.000

Abbreviations: MCQ, multiple choice question; OSPE, objective structured practical examination.

Table 4 Reliability statistics among independent expert raters

ICC
	Intraclass correlationa	95% CI		Value	F-test with true value 0
		Lower bound	Upper bound		df1	df2	Significance
Single measures	0.826b	0.447	0.954	10.524	9	9	0.001
Average measures	0.905c	0.617	0.976	10.524	9	9	0.001

Notes: Two-way mixed-effects model where people effects are random and measures effects are fixed.

a Type C ICCs using a consistency definition. The between-measure variance is excluded from the denominator variance.

b The estimator is the same, whether the interaction effect is present or not.

c This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise.

Abbreviation: ICC, intraclass correlation coefficient.

Table 5 Reliability statistics among table demonstrators

ICC
	Intraclass correlationa	95% CI		Value	F-test with true value 0
		Lower bound	Upper bound		df1	df2	Significance
Single measures	0.452b	0.239	0.752	10.073	9	90	0.000
Average measures	0.901c	0.776	0.971	10.073	9	90	0.000

Notes: Two-way mixed-effects model where people effects are random and measures effects are fixed.

a Type C ICCs using a consistency definition. The between-measure variance is excluded from the denominator variance.

b The estimator is the same, whether the interaction effect is present or not.

c This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise.

Abbreviation: ICC, intraclass correlation coefficient.

Figure 5 Participants’ qualitative feedback.