37 - Education and teaching in plastic surgery

Abstract

The history of plastic and reconstructive surgical education is as varied as the field itself. In the US, the American Society of Plastic and Reconstructive Surgeons (ASPRS) was formed in 1931 and Plastic Surgery was recognized as an independent specialty board in 1941, partially a result of the significant need for reconstruction following both the World Wars. The first accredited plastic surgery residency programs came into existence in the early 1950s and since that time these programs have continued to evolve into both independent and integrated models, allowing for plastic surgery training after surgical specialty training (e.g., general surgery, neurosurgery, ENT, orthopedics, urology, or maxillofacial surgery) or directly from medical school. Meanwhile, adult learning theory has also undergone substantial evolution, and this has influenced the standards set forth by the American Council for Graduate Medical Education (ACGME) which dictates minimum standards for American residency training programs. Plastic and reconstructive surgery programs in North America have kept pace with these changes and are at the precipice of an educational revolution in the ways our learners are trained. Competency-based training, simulation, and learner-centered education are gaining traction and changing the way plastic and reconstructive trainees are taught and assessed. Still, by its very nature, plastic and reconstructive surgery is a diverse and ever-evolving field. To maintain the highest standards possible, it is essential that all plastic and reconstructive surgery training programs are imbued with the imperative to foster growth mindsets in both their trainees and staff.