Computer-based video training is effective in teaching basic surgical skills to novices without faculty involvement using a self-directed, sequential and incremental program

Abstract

Introduction Computer-based video training (CBVT) of surgical skills overcomes limitations of 1:1 instruction. We hypothesized that a self-directed CBVT program could teach novices by dividing basic surgical skills into sequential, easily-mastered steps. Methods We developed a 12 video program teaching basic knot tying and suturing skills introduced in discrete, incremental steps. Students were evaluated pre- and post-course with a self-assessment, a written exam and a skill assessment. Results Students (n = 221) who completed the course demonstrated significant improvement. Their average pre-course product quality score and assessment of technique using standard Global Rating Scale (GRS) were <0.4 for 6 measured skills (scale 0–5) and increased post-course to ≥3.25 except for the skill tying on tension whose GRS = 2.51. Average speed increased for all skills. Students’ self-ratings (scale 1–5) increased from an average of 1.4 ± 0.7 pre-elective to 3.9 ± 0.9 post-elective across all skills (P < 0.01). Conclusion Self-directed, incremental and sequential video training is effective teaching basic surgical skills and may be a model to teach other skills or to play a larger role in remote learning.

Using refined kano model and decision trees to discover learners’ needs for teaching videos

“…Design elements could be considered as factors that visualize the content to be delivered in the film, including text, images, animation, sound, etc. [36,66,67]. Through meta-analysis, Höffler et al [27] indicated that dynamic visual presentations can produce better learning effect than static visual presentations.…”

Virtual reality, e‐learning, and global cardiac surgical capacity‐building

“…NOTSS are not readily integrated in training programs but present opportunities to improve surgical teams' functioning in the operating room by promoting situational awareness, decision‐making, communication and teamwork, and leadership skills 7 . Clinically, computer‐based video training has been successfully leveraged as a means to teach novices, whether medical students or nonphysician clinicians, basic surgical skills without direct supervision 8 9 .…”

“…7 Clinically, computer-based video training has been successfully leveraged as a means to teach novices, whether medical students or nonphysician clinicians, basic surgical skills without direct supervision. 8 Borim et al reported on the success of a virtual video-based learning platform for pediatric cardiac intensive care unit nursing technicians in Brazil, which was well-received and effective based on pre-and posttest analyses. 9 As technological developments and bilateral partnerships continue to arise and become sustainable, support and investments in more resource-intensive means of education may be introduced.…”

Adapting the Gamified Educational Networking (GEN) Learning Management System to Deliver a Virtual Simulation Training Module to Determine the Enhancement of Learning and Performance Outcomes

“…However, simulation is expensive [4] and logistically difficult to organize [4]. Literature suggests that pre-simulation preparedness leads to more effective simulation [4]. Although didactic and/or reading assignment-based preparations are predominant, early evidence from our laboratory suggests that more experiential learning opportunities may be more effective in accomplishing this goal [5].…”

“…Simulation methods are ideal for optimizing the knowledge and skills of trainees with guided experiences before they are trusted with real patients [3]. However, simulation is expensive [4] and logistically difficult to organize [4]. Literature suggests that pre-simulation preparedness leads to more effective simulation [4].…”