Peer video review and feedback improve performance in basic surgical skills

Vaughn, Carolyn J.; Kim, Edward; O’Sullivan, Patricia; Huang, Emily; Lin, Matthew; Wyles, Susannah M.; Palmer, Barnard J.A.; Pierce, Jonathan L.; Chern, Hueylan

doi:10.1016/j.amjsurg.2015.08.034

Cited by 49 publications

(36 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Training, feedback, and remediation are required to develop proficiency in basic surgical skills such as suturing and knot tying . Our findings are in line with those of previous studies in which students improved with peer teaching and peers also benefited from teaching and self‐analysis of their performance …”

Section: Discussionsupporting

confidence: 90%

“…We could leverage the benefits of PAL by tapping into this active learning. Peer‐assisted learning has been studied in human medical, dental, and surgical resident training programs . Peer teachers were less intimidating and reinforced hands‐on interactions, feedback, and collaboration among group members .…”

Section: Introductionmentioning

confidence: 99%

“…Peer‐assisted learning has been studied in human medical, dental, and surgical resident training programs . Peer teachers were less intimidating and reinforced hands‐on interactions, feedback, and collaboration among group members . In addition, serving as a peer teacher improved their own knowledge attainment, resulting in higher scores on clinical presentations …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of video‐assisted, self‐directed, and peer‐guided learning in the acquisition of surgical skills by veterinary students

2020

View full text Add to dashboard Cite

Objective To determine the influence of self‐directed learning, peer feedback, or expert feedback on suturing technique of novice veterinary student surgeons. Study design Prospective, blinded, video feedback study. Sample population Three groups of surgery naïve veterinary students, two groups of 37 students and one group with 36 students. Methods Each student completed three cruciate sutures in SynDaver skin. Student performance was video recorded and scored with a validated pro forma. Students were randomly divided into three groups: (1) students critically evaluated their own performance, (2) students critically evaluated peer's performance, and (3) students received a peer's evaluation. Each student repeated the surgical task and assessed his or her own performance, guided by the pro forma. Each student received a video with individualized feedback from an expert prior to repeating the task. Scores and times were analyzed. Student and expert evaluations were compared. Results Task composite score, time to completion, and completion rate did not differ between groups. Student self‐assessed scores did not correlate with expert scores. Forty‐three percent and 62% of students stated that self‐feedback and peer feedback, respectively, were acceptable forms of learning, and 96% of students felt expert feedback was superior to both. Conclusion Video‐based self‐evaluation and peer‐assisted learning were as effective as expert feedback after didactic lecture in teaching suturing technique to novice veterinary surgeons. Clinical significance Video‐based self‐evaluation and peer feedback were viable alternative teaching strategies to didactic lecture and expert feedback alone for instructing novice veterinary surgeons.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of video‐assisted, self‐directed, and peer‐guided learning in the acquisition of surgical skills by veterinary students

2020

View full text Add to dashboard Cite

show abstract

“…The use of learner-generated video to reflect on practice has been reported in a range of disciplines, including nurse education (Marita et al 1999;Pereira et al 2014), anatomical sciences (Doubleday and Wille 2014), mathematics (Borko et al 2008), surgery (Vaughn et al 2016) and sports education (Walters et al 2015). Taylor (2013) has proposed that "vlogging [video blogging] is an ideal medium for producing knowledge and sharing digital stories" precisely because it allows an informal channel where students can discuss and reflect on their own work.…”

Section: The Use Of Learner-generated Video In Higher Educationmentioning

confidence: 99%

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

Reeves

Çağlayan

Torr

2017

Video J. of Educ. and Pedagogy

View full text Add to dashboard Cite

This paper explores the benefits and challenges of using video blogging to support reflection and assessment in acting and performance training. A video platform called Acclaim was integrated into the university's virtual learning environment (Blackboard), enabling students to record and share their performances in an online setting. A key feature of the platform was the ability to add time-based comments on a video, making it possible for tutors and students to discuss and critique specific moments of each performance. Students were also required to record and upload regular video blogs during which they would reflect on their progress. At the end of the first year, a survey was designed to evaluate students' experiences of the video blogging activity. The findings indicate mixed results: while many students viewed video blogging as a useful learning activity, they also identified a number of challenges that hampered its effectiveness. From this study we conclude that while video blogging presents several notable advantages for the facilitation of performance-based courses, the technology needs to be carefully introduced as part of a broader instructional strategy to maximise the potential benefits for student learning and engagement.

show abstract

“…13 One area of training that many other surgical fields, including general and orthopedic surgery, have adapted is personalized video-based feedback to improve performance in surgeries. 17,18 Reflective surgical practice has long been effective in enhancing education as it has been used at conferences, presentations, and research forums. 19 Furthermore, video review often allows root cause analysis to learn from habits or mistakes that lead to system errors.…”

Section: Introductionmentioning

confidence: 99%

Cataract Video Coaching: Surgical Curriculum Enhancement in a U.S. Residency Program

et al. 2017

View full text Add to dashboard Cite

Medical and surgical training has long followed an apprenticeship model with the historical teaching of "See one, do one, teach one." 1,2 As medicine has advanced, both technologically and in the ability to measure patient outcomes, there has been a push toward competency-based assessment. Starting in 1998, the American Council on Graduate Medical Education (ACGME) developed six areas of competency that residents had to meet: patient care, medical knowledge, practice-based learning, interpersonal and communication skills, professionalism, and systems-based practice. The ACGME has also recently instituted the CLER (Clinical Learning Environment Review) Pathways to Excellence. Rather than simply counting cases, monitoring training outcomes became required and expectations on topics such as patient safety, health care quality, and supervision were increased. [3][4][5][6] More than 3 million cataract surgeries are performed in the United States annually 7 and cataract surgery is the most commonly performed intraocular surgery by residents during residency training. Currently, the minimum number of cataract surgeries required by the ACGME is 86 with most programs easily exceeding this number. 8 After the ACGME mandate, there were many studies performed to evaluate resident outcomes, methods of teaching cataract surgery, and the cost of resident educational modalities. 3,9-13 There was a demonstrable learning curve for phacoemulsification cataract surgery with reductions in complications and improvements in efficiency with more experience. 14 Newer methodologies of training and learning include wet laboratory curricula, 9,12 virtual reality training, 15,16 surgical simulators such as EyeSi, and tools to evaluate progression, 3,10,11 all with the goal of having surgeons master the learning Keywords ► resident education ► cataract surgery ► video coaching ► curriculum ► surgical curriculum AbstractThe aim of this study was to examine the perceived utility of a video-coaching curriculum in cataract surgery training. This study took place in a conference room at the Emory University School of Medicine. This is an evaluation study using questionnaires after each resident's presentation. A curriculum was developed with a resident presenting surgical cases to a group of students, residents, and faculty. All participants filled out a survey focused on video coaching, performance, and an Objective Structured Assessment of Technical Skill (OSATS) evaluation. Thirteen presenting residents, 99 observing residents, and 35 faculty provided responses for 12 video-coaching sessions. The average OSATS score was lower for presenting residents (3.32) compared with observing residents (4.14) and faculty (4.20) (p < 0.01). All 13 presenting and 99 observing residents as well as all 35 faculty found benefit in video coaching with the subcategories of avoiding errors and overall performance rated as the most beneficial. All 13 presenting and 99 observing residents felt comfortable presenting cases with zero preferring an alternative setting...

show abstract

Peer video review and feedback improve performance in basic surgical skills

Cited by 49 publications

References 14 publications

Effectiveness of video‐assisted, self‐directed, and peer‐guided learning in the acquisition of surgical skills by veterinary students

Effectiveness of video‐assisted, self‐directed, and peer‐guided learning in the acquisition of surgical skills by veterinary students

Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

Cataract Video Coaching: Surgical Curriculum Enhancement in a U.S. Residency Program

Contact Info

Product

Resources

About