An effective and novel method for teaching applied facial anatomy
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.
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.