Online teaching of basic surgical skills to medical students during the COVID-19 pandemic: a case–control study

Co, Michael; Chung, Patrick Ho Yu; Chu, Kent‐Man

doi:10.1007/s00595-021-02229-1

Cited by 52 publications

(68 citation statements)

References 7 publications

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“…Remote learning may in fact offer an opportunity to address and reduce such risks through repeated (virtual) exposure to correct techniques. Indeed, one recent study demonstrated basic surgical skills performance (which putatively holds greater risk) could be taught to medical students online with comparable levels of competency to conventional face to face teaching ( 16 ).…”

Section: Training Delivery Methodsmentioning

confidence: 99%

Positional Manoeuvres for BPPV: Theoretical Approach to Remote Training for Non-specialists

2021

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Section: Training Delivery Methodsmentioning

confidence: 99%

Positional Manoeuvres for BPPV: Theoretical Approach to Remote Training for Non-specialists

2021

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“…VCT may optimize resources and increase training accessibility while retaining the quality of FFT. VCT has the potential to improve the global availability and accessibility of basic surgical skills training; however, its efficacy has not yet been firmly established [8,9].…”

Section: Choice Of Comparatorsmentioning

confidence: 99%

Virtual Interactive Surgical Skills Classroom: Protocol for a Parallel-Group, Noninferiority, Adjudicator-Blinded, Randomized Controlled Trial (VIRTUAL)

Nathan¹,

Fricker²,

Patel³

et al. 2021

JMIR Res Protoc

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Background Traditional face-to-face training (FFT) for basic surgical skills is inaccessible and resource-intensive. Noninteractive computer-based learning is more economical but less educationally beneficial. Virtual classroom training (VCT) is a novel method that permits distanced interactive expert instruction. VCT may optimize resources and increase accessibility. Objective We aim to investigate whether VCT is superior to computer-based learning and noninferior to FFT in improving proficiency in basic surgical skills. Methods This is a protocol for a parallel-group, noninferiority, randomized controlled trial. A sample of 72 undergraduates will be recruited from 5 medical schools in London. Participants will be stratified by subjective and objective suturing experience level and allocated to 3 intervention groups at a 1:1:1 ratio. VCT will be delivered using the BARCO weConnect software, and FFT will be provided by expert instructors. Optimal student-to-teacher ratios of 12:1 for VCT and 4:1 for FFT will be maintained. The assessed task will be interrupted suturing with hand-tied knots. Results The primary outcome will be the postintervention Objective Structured Assessment of Technical Skills score, adjudicated by 2 experts blinded to the study and adjusted for baseline proficiency. The noninferiority margin (δ) will be defined using historical data. Conclusions This study will serve as a comprehensive appraisal of the suitability of virtual basic surgical skills classroom training as an alternative to FFT. Our findings will assist the development and implementation of further resource-efficient, accessible, virtual basic surgical skills training programs during the COVID-19 pandemic and in the future. Trial Registration International Standard Randomized Controlled Trial Number ISRCTN12448098; https://www.isrctn.com/ISRCTN12448098 International Registered Report Identifier (IRRID) PRR1-10.2196/28671

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“…Co et al [ 9 ] in a systematic review reported that distance learning pedagogy has the potential to improve learner motivation and performance. Also, inexpensive e-learning solutions can be used to train complex procedures in medical education, such as surgical skills [ 10 ]. Therefore, e-learning holds the potential to improve student learning outcomes and experiences, especially in LMICs.…”

Section: Introductionmentioning

confidence: 99%

“…For example, Makokha et al [ 15 ] attribute the low adoption of e-learning in Kenya to a lack of ICT infrastructure and insufficient skills among faculty members. Co et al [ 10 ] note that even low-cost e-learning solutions may not be viable for students and teachers in economically less-privileged areas. Therefore, educational institutions, faculty members and students may find it difficult to use e-learning systems in resource-constrained settings.…”

Section: Introductionmentioning

confidence: 99%

E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College

2021

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Background E-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions. Methods This was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers. Results We enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning. Conclusion Our results suggest that e-learning can be used to teach complex courses, such as research in resource-constrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.

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Online teaching of basic surgical skills to medical students during the COVID-19 pandemic: a case–control study

Cited by 52 publications

References 7 publications

Positional Manoeuvres for BPPV: Theoretical Approach to Remote Training for Non-specialists

Positional Manoeuvres for BPPV: Theoretical Approach to Remote Training for Non-specialists

Virtual Interactive Surgical Skills Classroom: Protocol for a Parallel-Group, Noninferiority, Adjudicator-Blinded, Randomized Controlled Trial (VIRTUAL)

E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College

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