28 Plastic and Reconstructive Surgery
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 28.1: Plastic and Reconstructive Surgery
- 1. Identify key anatomical features of the integumentary system
- 2. Discuss specific elements of case planning for plastic and reconstructive surgery
- 3. Discuss grafting techniques used in plastic and reconstructive surgery
- 4. Explain the principles of flap, transverse rectus abdominis myocutaneous (TRAM), and deep inferior epigastric perforator (DIEP) grafts
Classroom Preparation
Lesson 28.1: Plastic and Reconstructive Surgery
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 1. Identify key anatomical features of the integumentary system
- 2. Discuss specific elements of case planning for plastic and reconstructive surgery
- 3. Discuss grafting techniques used in plastic and reconstructive surgery
- 4. Explain the principles of flap, transverse rectus abdominis myocutaneous (TRAM), and deep inferior epigastric perforator (DIEP) grafts
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 28.1: Plastic and Reconstructive Surgery
STUDENT PREPARATION (1 hr)
| 1 | READ – Chapter Heading(s) • Introduction • Surgical Anatomy • Integumentary System (Skin) • Anatomy of the Face ANSWER – Workbook • Chapter 28 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 2 | READ – Chapter Heading(s) • Case Planning Prepping and Draping Instruments ANSWER – Workbook • Chapter 28 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 3 | READ – Chapter Heading(s) • Surgical Procedures • Surgical Management of Burns • Debridement of Burns • Skin Grafts • Classification of Skin Grafts • Materials Used for Shin Grafts • Types of Biological Grafts • Split-Thickness Skin Graft • Full-Thickness Skin Graft • Flap Graft • Mohs Micrographic Surgery • Scar Revision ANSWER – Textbook • Review Questions 1, 2, 3, 4, 6 ANSWER – Workbook • Chapter 28 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 4 | READ – Chapter Heading(s) • Skin Grafts Blepharoplasty Brow Lift: Endoscopic Technique Rhytidectomy Mentoplasty Malar Augmentation Otoplasty Correction of Stahl’s Ear Augmentation Mammoplasty Reduction Mammoplasty with Mastopexy and Nipple Reconstruction Transverse Rectus Abdominis Myocutaneous Flap Microvascular Deep Inferior Epigastric Perforator Graft (DIEP) Nipple Reconstruction Liposuction Abdominoplasty with Possible Panniculectomy ANSWER – Textbook • Review Question 5 ANSWER – Workbook • Chapter 28 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 28.1: Plastic and Reconstructive Surgery
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 1 | ANATOMY: SLIDES 4-5 | • Introduction • Surgical Anatomy • Integumentary System (Skin) • Anatomy of the Face |
| 2 | CASE PLANNING: SLIDE 6 | • Case Planning Prepping and Draping Instruments |
| 3 | GRAFTING TECHNIQUES: SLIDE 7 | • Surgical Procedures • Surgical Management of Burns • Debridement of Burns • Skin Grafts • Classification of Skin Grafts • Materials Used for Shin Grafts • Types of Biological Grafts • Split-Thickness Skin Graft • Full-Thickness Skin Graft • Flap Graft • Mohs Micrographic Surgery • Scar Revision |
| 4 | FLAP, TRAM, AND DIEP GRAFTS: SLIDE 8 | • Skin Grafts Blepharoplasty Brow Lift: Endoscopic Technique Rhytidectomy Mentoplasty Malar Augmentation Otoplasty Correction of Stahl’s Ear Augmentation Mammoplasty Reduction Mammoplasty with Mastopexy and Nipple Reconstruction Transverse Rectus Abdominis Myocutaneous Flap Microvascular Deep Inferior Epigastric Perforator Graft (DIEP) Nipple Reconstruction Liposuction Abdominoplasty with Possible Panniculectomy |
Learning Activities (choose one or more to equal 50 min)
| 1 | DISCUSS (30 min) • Discuss the anatomical structures of the skin. Appropriate Settings: Traditional/online/flipped classroom |
| 2 | PRACTICE (50 min) • Using instrument names from the textbook, make index cards with one instrument name on each. Mix it up by adding a dozen instrument names from previous chapters. Break the class into two teams. Each team takes turns drawing an instrument name from the pile. Each student must describe the function of the instrument, the type of case it would be used for, and whether it belongs in the plastic service or not. Keep score and reward the winning team. Appropriate Settings: Traditional classroom DEMONSTRATE (50 min) • Demonstrate to the class the specific elements of case planning for plastic and reconstructive surgery. Include setting up the room, instruments, and special equipment. Appropriate Settings: Traditional classroom |
| 3 | DISCUSS (30 min) • Break the class into small groups. Assign each group a type of skin graft. Using classroom and Internet resources (if available), ask each group to describe the graft, identify its usage, and list the pros and cons. Have the students reorganize themselves into new groups comprised of one member from each of the previous groups. In these new groups, each member will expertly present a type of skin graft to the other group members. Appropriate Settings: Traditional/online/flipped classroom |
| 4 | DISCUSS (30 min) • Divide the class into three groups. Assign each group one of the following procedures: postmastectomy augmentation mammoplasty, cosmetic augmentation mammoplasty, or reduction mammoplasty. Give each group a stack of 10 index cards. Have the groups write one step from the technique box for their procedures on each card, but without labeling the step number. Have each group shuffle its cards and pass them to the group on the left to place in correct order. Repeat until all groups have sequenced each procedure. • Give students the opportunity to discuss why a person would want to have scars or skin lesions removed. For example, how would they feel if they had a very visible and disfiguring scar? Scarring may also restrict movement or function. Appropriate Settings: Traditional classroom |
Critical Thinking Question
Patients requiring skin grafts or breast reconstruction often have experienced a significant trauma or illness, such as burns, accidents, or cancer. How might the members of the surgical team therapeutically respond to concerns these patients might express?
Discussion Guidelines: It is important to understand that a patient’s experiences are truly his or her own and that no one else can really understand. We can empathize, but we cannot really know. It is important not to make statements such as “We’ll make you look like you did before.” It is also important to listen to patients, allowing them to express their feelings. Responses from caregivers should be supportive and should only affirm that we are indeed listening and have the patient’s interests and goals in mind.
During a Sunday family dinner, your Aunt Lydia asks you what you are studying right now. You explain that you are studying plastic and reconstructive surgery. She scoffs and states that plastic surgery is “just a big waste of time and money on people who are rich and vain.” How can you explain the importance of plastic and reconstructive procedures to her?
Discussion Guidelines: Students should understand that many procedures performed in the plastic surgery service are reconstructive in nature and seek to “normalize” or restore appearances rather than enhance them. They might give examples, such as breast reconstruction after mastectomy, skin grafts for burn patients, and repair of congenital abnormalities such as cleft palates.
Assessments
Chapter 28: Plastic and Reconstructive Surgery
ASSESSMENTS BY OBJECTIVE
| 1-4 | Workbook • Chapter 28 Evolve Instructor Resources • Test Bank Create a quiz using ExamView; sort by objective. Evolve Student Resources • Mock Certification Exam • Review Questions |
| All | Elsevier Adaptive Quizzing • Chapter 28 – Graded quizzes (Mastery Levels 1, 2, and 3) |
