Teaching Subcuticular Suturing to Medical Students: Video versus Expert Instructor Feedback

Shippey, Stuart H.; Chen, Tiffany L.; Chou, Betty; Knoepp, Leise R.; Bowen, Craig W.; Handa, Victoria L.

doi:10.1016/j.jsurg.2011.04.006

Cited by 40 publications

(35 citation statements)

References 16 publications

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“…An empirical study by Shippey et al (2011) is illustrative. The study compared independent practice, supervised practice, and practice with video access.…”

Section: Discussionmentioning

confidence: 99%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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This study investigates the design and effectiveness of a video tutorial for software training. In accordance with demonstration-based training, the tutorial consisted of a series of task demonstrations, with instructional features added to enhance learning. An experiment is reported in which a demonstration-only control condition was compared with a demonstration-with-review condition. The review videos provided a recap to support retention of the procedure. Strict viewing conditions were imposed during training. Both learning and motivation were assessed. Participants were 55 students from primary and secondary schools in Germany. The outcomes showed that both tutorials significantly contributed to development of procedural knowledge and to motivation, and that the review tutorial surpassed the control. The discussion addresses the role of user control. In addition, with the effectiveness of reviews apparently becoming better established, the need arises for measures that can reveal the effects of reviews on observational learning processes.

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“…An empirical study by Shippey et al (2011) is illustrative. The study compared independent practice, supervised practice, and practice with video access.…”

Section: Discussionmentioning

confidence: 99%

Demonstration-based training (DBT) in the design of a video tutorial for software training

Meij

2016

Instr Sci

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“…This has been shown for medical students performing female and male catheterization 3 months after learning the procedure [41] and for subcuticular suturing one week after learning the technique [42]. …”

Section: Discussionmentioning

confidence: 99%

A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills

et al. 2013

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BackgroundDemonstrating competence in clinical skills is key to course completion for medical students. Methods of providing clinical instruction that foster immediate learning and potentially serve as longer-term repositories for on-demand revision, such as online videos demonstrating competent performance of clinical skills, are increasingly being used. However, their impact on learning has been little studied. The aim of this study was to determine the value of adjunctive on-demand video-based training for clinical skills acquisition by medical students in endocrinology.MethodsFollowing an endocrinology clinical tutorial program, 2nd year medical students in the pre-assessment revision period were recruited and randomized to either a set of bespoke on-line clinical skills training videos (TV), or to revision as usual (RAU). The skills demonstrated on video were history taking in diabetes mellitus (DMH), examination for diabetes lower limb complications (LLE), and examination for signs of thyroid disease (TE). Students were assessed on these clinical skills in an observed structured clinical examination two weeks after randomization. Assessors were blinded to student randomization status.ResultsFor both diabetes related clinical skills assessment tasks, students in the TV group performed significantly better than those in the RAU group. There were no between group differences in thyroid examination performance. For the LLE, 91.7% (n = 11/12) of students randomized to the video were rated globally as competent at the skill compared with 40% (n = 4/10) of students not randomized to the video (p = 0.024). For the DMH, 83.3% (n = 10/12) of students randomized to the video were rated globally as competent at the skill compared with 20% (n = 2/10) of students not randomized to the video (p = 0.007).ConclusionExposure to high quality videos demonstrating clinical skills can significantly improve medical student skill performance in an observed structured clinical examination of these skills, when used as an adjunct to clinical skills face-to-face tutorials and deliberate practice of skills in a blended learning format. Video demonstrations can provide an enduring, on-demand, portable resource for revision, which can even be used at the bedside by learners. Such resources are cost-effectively scalable for large numbers of learners.

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“…Surgical videos thus offer numerous benefits, including not only in simulation training for surgical techniques, but also by enabling role-playing methods, to elucidate decision making concerning treatment strategies. Several authors have reported that the use of video can be an effective method for acquiring skill and for team debriefing in trauma resuscitation [8-10]. However, education using video may be more effective when combined with simulated trauma education, such as in ATLS (advanced trauma life support) scenarios.…”

Section: Discussionmentioning

confidence: 99%

Digital video recording in trauma surgery using commercially available equipment

Matsumoto¹,

Sekine²,

Yamazaki³

et al. 2013

Scand J Trauma Resusc Emerg Med

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IntroductionAlthough videos of surgical procedures are useful as an educational tool, the recording of trauma surgeries in emergency situations is difficult. We describe an inexpensive and practical shooting method using a commercially available head-mounted video camera.MethodsWe used a ContourHD 1080p Helmet Camera (Contour Inc., Seattle, Washington, USA.). This small, self-contained video camera and recording system was originally designed for easy videography of outdoor sports by participants.ResultsWe were able to easily make high-quality video recordings of our trauma surgeries, including an emergency room thoracotomy for chest stab wounds and a crush laparoptomy for a severe liver injury.ConclusionThere are currently many options for recording surgery in the field, but the recording device and system should be chosen according to the surgical situation. We consider the use of a helmet-mounted, self-contained high-definition video camera-recorder to be an inexpensive, quick, and easy method for recording trauma surgeries.

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Teaching Subcuticular Suturing to Medical Students: Video versus Expert Instructor Feedback

Cited by 40 publications

References 16 publications

Demonstration-based training (DBT) in the design of a video tutorial for software training

Demonstration-based training (DBT) in the design of a video tutorial for software training

A randomized controlled pilot trial comparing the impact of access to clinical endocrinology video demonstrations with access to usual revision resources on medical student performance of clinical endocrinology skills

Digital video recording in trauma surgery using commercially available equipment

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