Percorrer por autor "Magrin, Anna Maria Fenech"
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- Enhancing preclinical proficiency in aesthetic medicine and cosmetic dermatology : an evidence-based review of interactive visual simulation techniquesPublication . Khalil, Hassan; Pereira, Inês Novo; Shatta, Bashar; Magrin, Anna Maria Fenech; Hassan, HaidarBackground: Unlike many clinical disciplines where simulation is already embedded in curricula, aesthetic medicine and cosmetic dermatology present distinctive training challenges. Interactive visual simulation techniques offer immersive, risk-free environments for developing technique-dependent competencies, but their evidence base within this specific field remains comparatively limited. Aims: To identify the key features and potential value of interactive visual simulation techniques for aesthetic medicine and cosmetic dermatology, and to provide evidence-based insights for integrating these technologies into academic training programs. Methods: An evidence-based review using the Best Bets methodology was conducted. Two independent reviewers searched PubMed and Google Scholar (October 2024–February 2025) for literature published between 2015 and 2025. Evidence was graded using the Oxford Centre for Evidence-Based Medicine (OCEBM) 2011 Levels of Evidence, and quality was assessed using Critical Appraisal Skills Programs (CASP) checklists. Results: Thirteen studies met the inclusion criteria, encompassing 897 reported participants across nine simulation modalities: virtual reality (n = 2), augmented/mixed reality (n = 1), 3D-printed models (n = 2), 3D digital simulation (n = 1), hands-on simulation (n = 2), simulation-based education (n = 2), haptic feedback (n = 1), smartphone applications (n = 1), and AI applications (n = 1). Three of the 13 studies were cross-disciplinary (general dermatological suturing, smartphone adoption patterns, and AI-assisted patient education) and were retained as contextual evidence rather than as direct tests of aesthetic-specific training efficacy. Evidence was predominantly low-level: Level II (n = 2), Level III (n = 3), Level IV (n = 2), and Level V (n = 6). Risk of bias was high across the majority. Reported outcomes clustered at Kirkpatrick Levels 1–2a (learner satisfaction and confidence), with only one study demonstrating objective skill improvement (Level 2b). Despite these limitations, simulation-based techniques consistently demonstrated potential to improve self-reported procedural knowledge and trainee confidence. Conclusion: Simulation-based training shows promise for aesthetic medicine and cosmetic dermatology. Although favorable outcomes were reported, these were predominantly confidence-based (Kirkpatrick Level 2a) rather than objective skill measures. These results cautiously support integration of simulation technologies into training programs but underscore the urgent need for rigorous, randomized controlled trials with objective competence outcomes to establish long-term efficacy and generalizability.
- The role of educational interactive virtual simulation app in aesthetic medicine and cosmetic dermatology preclinical skillsPublication . Hassan, Haidar; Khalil, Hassan; Shatta, Bashar; Magrin, Anna Maria Fenech; Pereira, Ines Novo; Matin, AtifBackground: The rapid progress in the field of aesthetic medicine and cosmetic dermatology drives the demand for skilled healthcare practitioners able to provide safe, complex treatments accurately and confidently. Traditional training approaches, which emphasize didactic teaching and little hands-on experience, typically fail to prepare postgraduate students for these challenges. We hypothesized that interactive visual simulation may improve preclinical competency in aesthetic medicine and cosmetic dermatology. Aims: The aim of this study is to explore the impact of interactive visual simulations 3D app on the development of preclinical skills in aesthetic medicine and cosmetic dermatology. Methods: The study was designed as a mixed-methods approach, which combined quantitative analysis of simulation performance data with quantitative feedback from participants. The study is based on a purposive sample of 25 healthcare professionals enrolled in aesthetic medicine postgraduate training programs at the Queen Mary University of London (QMUL). Data were collected through post-training assessment questionnaires and performance metrics during simulations. Results: The findings clearly emphasized an improvement in the proficiency and confidence of participants who trained using interactive visual simulations. Trainees reported a greater sense of realism and immersion in their training, which helped them better understand the spatial relationships and anatomical structures involved in aesthetic procedures. Additionally, participants expressed increased confidence in their ability to perform these procedures on real patients. Conclusion: The study found that interactive visual simulation may help to improve aesthetic medicine and cosmetic dermatology preclinical competency. This technology has the potential to offer a better training experience than traditional approaches, resulting in more confident and skilled healthcare practitioners who can conduct difficult and safe aesthetic interventions.