(A141) Pre- and Post-Curriculum Evaluation of Learner Attitudes and Performance of Suture and Parotidectomy Skills

Introduction: Sustainable short-term surgical trips (STST) require robust measurements of educational and surgical outcomes that accurately assess impact and guide adaptation. We aimed to evaluate the effectiveness of a curriculum created to address the needs of a partner institution.

Methods: In May 2024, 12 otolaryngology residents participated in a 4-week curriculum of didactics and skills sessions on suture and parotidectomy techniques at Mekelle University, Ethiopia. The visiting surgical team administered pre- and post-curriculum self-assessments of confidence rated on Likert scales, multiple choice exams (MCE), and Objective Structured Clinical Examinations (OSCE). T-tests and Wilcoxon signed rank tests were used for paired analyses of pre- and post-curriculum outcomes. Using multiple linear regression controlling for years of training, we investigated correlations between time spent with the curriculum and improvements in knowledge and clinical reasoning.

Results: The study cohort included 3 PGY1, 4 PGY2, and 5 PGY3 who engaged in an average of 2 parotidectomies, 18 hours of study, and 3 hours of skills practice. Participants had significantly greater post-curriculum confidence in using nylon (p=0.048), prolene (p < 0.01), monocryl (p < 0.01), and PDS (p < 0.01) and performing drain stitches (p=0.035) and parotidectomy (p=0.046). For each additional hour spent on skills practice, learners scored 0.7 points higher on the parotidectomy MCE when holding years of training constant (R^2=0.647, p=0.049). For each 1 point Likert scale increase in parotidectomy confidence, participants had a 4 point increase on the parotidectomy OSCE (R^2=0.909, p=0.047). All participants reported improved suture skills and strongly agreed that the curriculum was manageable along with clinical tasks.

Conclusions: This study provides a framework for measuring STST outcomes. The 4-week multimodal curriculum was feasible and improved subjective and objectives results. More hands-on practice may bolster learner confidence and competency. Future studies include longitudinal assessment of knowledge and skill retention.