Effectivity of Distance Learning in the Training of Basic Surgical Skills—A Randomized Controlled Trial

Pintér, Zsolt Balázs; Maróti, Péter; Kopjár, Eszter; Gasz, Balázs; Duga, Zsófia; Rendeki, Szilárd; Nagy, Bálint; Füzesi, Zsuzsanna; Schlégl, Ádám Tibor

doi:10.3390/su14084727

Cited by 2 publications

(3 citation statements)

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“…We assessed students' efficacy in knot tying and suturing by online method, using OSATS scores correspondent for the past years [16,31], then evaluated them in comparison with results from the previous two years.…”

Section: Evaluation Of the Tasks And The Feedback Of The Studentsmentioning

confidence: 99%

“…Higher education institutes, teachers, and students have tirelessly worked on widely available, innovative, and intuitive teaching methods to overcome the challenges that the COVID-19 pandemic caused in surgical education. However, recent studies have highlighted that the critical evaluation of home-based and do-it-yourself (DIY) surgical education solutions is strongly recommended [13,14], along with education programs supported by distance and e-learning platforms [15,16].…”

Section: Introductionmentioning

confidence: 99%

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Distance Education for Basic Surgical Skills Using Homemade Tools—DIY Methods for Emergency Situations

et al. 2022

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The aim of our research was to establish a reproducible curriculum that offers the possibility to gain basic surgical skills (knot tying, suturing, laparoscopy basics) through distance education in emergency situations by using tools available in the household. Forty-six volunteering third- and fourth-year medical students were involved in the study. The distance education system was set up using homemade or easily obtainable tools (an empty can, shoe box, sponge, etc.) to teach surgical knotting, suturing, and basic laparoscopic skills. The reachable learning objectives were contrasted with the original course plan. Feedback from the students has been collected. The students’ results were compared to the regular course of the previous years. Seventy-nine percent of the original learning objectives could be reached completely, and 15% partially. The necessary tools were available for 82% of the students. The students evaluated the course for 4.26 in general and 4.86 considering the circumstances (on a 5-level-scale). The homemade trainers were assessed over four as an acceptable substitution. Students’ exam results decreased only by 7% compared to the previous two years. Basic surgical skills can be educated with acceptable efficiency and student satisfaction using distance teaching and homemade tools. This is the first study where not only the simulators but the surgical instruments were replaced with household tools and evaluated by a reproducible curriculum.

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Section: Evaluation Of the Tasks And The Feedback Of The Studentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Distance Education for Basic Surgical Skills Using Homemade Tools—DIY Methods for Emergency Situations

et al. 2022

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“…Although there exist e-learning/computer-based programs, which could help to teach surgical suturing techniques in a time-independent and self-directed manner. Such programs still rely on an instructor to provide external feedback to students, thereby also encroaching on the capacity of the teaching staff and making the programs not truly self-directed 8 , 10 – 12 .…”

Section: Introductionmentioning

confidence: 99%

Effect of head-mounted displays on students’ acquisition of surgical suturing techniques compared to an e-learning and tutor-led course: a randomized controlled trial

Peters

Lemos

Bönsch

et al. 2023

International Journal of Surgery

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Background: Although surgical suturing is one of the most important basic skills, many medical school graduates do not acquire sufficient knowledge of it due to its lack of integration into the curriculum or a shortage of tutors. E-learning approaches attempt to address this issue but still rely on the involvement of tutors. Furthermore, the learning experience and visual-spatial ability appear to play a critical role in surgical skill acquisition. Virtual reality head-mounted displays (HMDs) could address this, but the benefits of immersive and stereoscopic learning of surgical suturing techniques are still unclear. Material and methods: In this multi-arm randomized controlled trial, 150 novices participated. Three teaching modalities were compared: an e-learning course (monoscopic), an HMD-based course (stereoscopic, immersive), both self-directed and a tutor-led course with feedback. Suturing performance was recorded by video camera both before and after course participation (>26 h of video material) and assessed in a blinded fashion using the Objective Structured Assessment of Technical Skills (OSATS) Global Rating Score (GRS). Furthermore, the optical flow of the videos was determined using an algorithm. The number of sutures performed was counted, the visual-spatial ability was measured with the Mental Rotation Test (MRT), and courses were assessed with questionnaires. Results: Students’ self-assessment in the HMD-based course was comparable to that of the tutor-led course and significantly better than in the e-learning course (P=0.003). Course suitability was rated best for the tutor-led course (x̄=4.8), followed by the HMD-based (x̄=3.6) and e-learning (x̄=2.5) courses. The median ΔGRS between courses was comparable (P=0.15) at 12.4 (95% CI 10.0–12.7) for the e-learning course, 14.1 (95% CI 13.0–15.0) for the HMD-based course, and 12.7 (95% CI 10.3–14.2) for the tutor-led course. However, the ΔGRS was significantly correlated with the number of sutures performed during the training session (P=0.002), but not with visual-spatial ability (P=0.615). Optical flow (R 2=0.15, P<0.001) and the number of sutures performed (R 2=0.73, P<0.001) can be used as additional measures to GRS. Conclusion: The use of HMDs with stereoscopic and immersive video provides advantages in the learning experience and should be preferred over a traditional web application for e-learning. Contrary to expectations, feedback is not necessary for novices to achieve a sufficient level in suturing; only the number of surgical sutures performed during training is a good determinant of competence improvement. Nevertheless, feedback still enhances the learning experience. Therefore, automated assessment as an alternative feedback approach could further improve self-directed learning modalities. As a next step, the data from this study could be used to develop such automated AI-based assessments.

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Effectivity of Distance Learning in the Training of Basic Surgical Skills—A Randomized Controlled Trial

Cited by 2 publications

References 69 publications

Distance Education for Basic Surgical Skills Using Homemade Tools—DIY Methods for Emergency Situations

Distance Education for Basic Surgical Skills Using Homemade Tools—DIY Methods for Emergency Situations

Effect of head-mounted displays on students’ acquisition of surgical suturing techniques compared to an e-learning and tutor-led course: a randomized controlled trial

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