Group Video Feedback is an Effective and Efficient Tool for Enhancing Skills of Surgical Interns

AlJamal, Yazan N.; Saleem, Humza Y.; Prabhakar, Nicholas; Chandra, Abhishek; Farley, David R.

doi:10.1016/j.jss.2020.01.021

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…Naik et al [ 23 ] demonstrated that suturing skills of interns can improve significantly after personalized audio feedback on their videos performing subcuticular wound closure. More interestingly, Aljamal et al [ 24 ] showed that group feedback of videos of interns performing basic surgical skills is an effective method of feedback to improve performance.…”

Section: Discussionmentioning

confidence: 99%

Video-based assessment (VBA) of an open, simulated orthopedic surgical procedure: a pilot study using a single-angle camera to assess surgical skill and decision making

et al. 2023

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Background Videos have been used in many settings including medical simulation. Limited information currently exists on video-based assessment in surgical training. Effective assessment tools have substantial impact on the future of training. The objectives of this study were as follows: to evaluate the inter-rater reliability of video-based assessment of orthopedic surgery residents performing open cadaveric simulation procedures and to explore the benefits and limitations of video-based assessment. Methods A multi-method technique was used. In the quantitative portion, four residents participated in a Surgical Objective Structured Clinical Examination in 2017 at a quaternary care training center. A single camera bird’s-eye view was used to videotape the procedures. Five orthopedic surgeons evaluated the surgical videos using the Ottawa Surgical Competency Operating Room Evaluation. Interclass correlation coefficient was used to calculate inter-rater reliability. In the qualitative section, semi-structured interviews were used to explore the perceived strengths and limitations of video-based assessment. Results and discussion The scores using video-based assessment demonstrated good inter-rater reliability (ICC = 0.832, p = 0.014) in assessing open orthopedic procedures on cadavers. Qualitatively, the strengths of video-based assessment in this study are its ability to assess global performance and/or specific skills, ability to reassess missed points during live assessment, and potential use for less common procedures. It also allows for detailed constructive feedback, flexible assessment time, anonymous assessment, multiple assessors and serves as a good coaching tool. The main limitations of video-based assessment are poor audio–video quality, and questionable feasibility for assessing readiness for practice. Conclusion Video-based assessment is a potential adjunct to live assessment in orthopedic open procedures with good inter-rater reliability. Improving audio–video quality will enhance the quality of the assessment and improve the effectiveness of using this tool in surgical training.

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Section: Discussionmentioning

confidence: 99%

Video-based assessment (VBA) of an open, simulated orthopedic surgical procedure: a pilot study using a single-angle camera to assess surgical skill and decision making

et al. 2023

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“…Because most surgeries in our cohort were performed during the first year of fellowship, REI fellows may benefit from more evenly distributed clinical time throughout all 3 years. Potentially useful strategies to maintain surgical skill could include competency-based curricula (42) with benchmarks to monitor progress and encourage growth (43), use of personalized surgical video feedback (44), and continued formal surgical mentorship or repeated attendance at the surgical boot camp.…”

Section: Discussionmentioning

confidence: 99%

Surgical simulation supplements reproductive endocrinology and infertility fellowship training

et al. 2020

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Objective: To assess if a surgical boot camp improves laparoscopic skill among reproduction endocrinology and infertility (REI) fellows and increases fellow desire to incorporate surgical skills into practice and to examine whether fellowship in vitro fertilization (IVF) volume correlates with surgical efficiency. Design: Prospective evaluation. Setting: Simulation Center. Patient(s): Forty REI fellows. Intervention(s): Fellows were timed before and after training in laparoscopic suturing and knot tying and while using virtual simulators. Fellows were surveyed before boot camp on prior experience with IVF and reproductive surgery, and immediately and 1 month after boot camp on their desire to incorporate surgical skills into practice. Main Outcome Measure(s): Efficiency of laparoscopic suturing and knot tying before and after boot camp; likelihood and persistence of incorporating surgical skills into practice immediately and 1 month after boot camp; and correlation between fellowship IVF volume and fellow surgical efficiency. Result(s): Fellows experienced significant improvement in laparoscopic suturing (44 sec), intracorporeal knot tying (82 sec), and extracorporeal knot tying (71 sec). Fellows reported being more likely to incorporate operative hysteroscopy (89%), operative laparoscopy (87%), and laparoscopic suturing (84%) into practice immediately following boot camp with no difference 1 month later. Fifty-four percent of fellows reported being more likely to perform robotic surgery after the boot camp, increasing to 70% 1 month later. There were weak correlations between IVF case volume and efficiency in laparoscopic suturing or hysteroscopic polypectomy (Spearman correlation coefficients,-0.14 and-0.03). Conclusion(s): An intensive surgical boot camp enhances surgical skill among REI fellows.

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“…Thus, it can promote development of learners' various skills. It offers benefits for facilitating a wide range of certain skills, for instance clinical and leadership skill teaching which is facilitated by guided video reflection (Wang et al, 2020), teachers' feedback skills by deploying digital-video feedback environment (Prilop et al, 2020), surgical skills enabled by group video (Aljamal et al, 2020) or 3D HD video system (Kotsougiani et al, 2016), cooking skill (Surgenor et al, 2017), eco driving training tool by using instructional video and interactive guidance (Beloufa et al, 2019), video-based worked examples for breaking bad news in simulated patients (Schmitz et al, 2020), pediatric physical examination skill facilitated by video-based blended learning (Lehmann et al, 2016), clinical skills (Forbes et al, 2016), surgical education (Green et al, 2019), surgical education (Mota et al, 2018), geriatric (Habes et al, 2020), teacher professional development/teaching skills (Bryan & Recesso, 2006;Chen, 2020;Santagata & Stürmer, 2014;Tripp & Rich, 2012), English language skill (Nova et al, 2017), critical thinking, problem solving, and decision-making (Thieman, 2008), presentation skill (Guo, n.d.).…”

Section: B Literature Review Video As Learning Toolsmentioning

confidence: 99%

“…This study aims to explore educational function of video to support students' analysis and problem solving on development issues. The authors find that videos are popular simulated tools at health and medicine disciplines (Aljamal et al, 2020;Green et al, 2019;Hurtubise et al, 2013;Lehmann et al, 2016;Mota et al, 2018;Schmitz et al, 2020), economic, marketing and business (Kuhn et al, 2018;Lehmann et al, 2016;Orús et al, 2016) and other disciplines, including agriculture, nutrition, engineering. However, the use of video for promoting development purposes, especially indigenous people protection and empowerment remains unexplored.…”

Section: A Introductionmentioning

confidence: 99%

Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment

Suryani

Soedarso

Wahyuddin

et al. 2020

IJPOSS

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One of many development efforts is increasing today students development issues care and awareness. They are going to be the future nation developers and leaders. Thus, it is significant to promote understanding on various community development issues and stimulate their analytical thinking and problem solving. Video is one of many educational means to assist students’ learning process. It provides authentic materials and feeling experience of being there, instead of bringing the students to the real hazardous jungle. This study aims to analyze student-participants analysis on Dayak indigenous community issues and problem solving stimulation using a case study video. Qualitative research method is employed to achieve the research objectives. Thirty-five students are participating in the study. The studentparticipants written responses are analyzed by classifying them into emerging themes and categories, interpreting the underlying meaning and linking to the findings of existing projects, researches, and projects on development. The study reveals that the student-participants propose four main solutions. Those are environment and culture care, external development agents inclusion, capacity building and adaptive capacity development.

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Group Video Feedback is an Effective and Efficient Tool for Enhancing Skills of Surgical Interns

Cited by 5 publications

References 26 publications

Video-based assessment (VBA) of an open, simulated orthopedic surgical procedure: a pilot study using a single-angle camera to assess surgical skill and decision making

Video-based assessment (VBA) of an open, simulated orthopedic surgical procedure: a pilot study using a single-angle camera to assess surgical skill and decision making

Surgical simulation supplements reproductive endocrinology and infertility fellowship training

Community Development Education: Examining Students’ Video-Based Case Analysis on Community Issues, Indigenous Ethnic Protection and Empowerment

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