OBJECTIVE: Given limitations in surgical educational resources, more efficient teaching methods are needed. We sought to evaluate 3 strategies for improving skills in subcuticular suturing-practice with an instructional video, practice with expert instructor supervision, and independent practice. DESIGN:Fifty-eight medical students volunteered for this research. Students viewed a video on subcuticular suturing then completed a pretest requiring closure of an incision in a plastic model. Students were randomized among 3 groups: practice with an instructional video (group A), practice with supervision by an expert instructor (group B), and independent practice (group C). After instruction, students completed a posttest, then a retention test 1 week later. Their performances were video recorded and evaluated using a validated scoring instrument composed of global and task-specific subscales. RESULTS: Performances measured using both subscales improved significantly from pretest to post-test only for group B. However, when comparing student performances between pretest and retention posttest, significant improvements on both subscales were seen only in group A. CONCLUSION: These results suggest that practice with an instructional video is an effective method for acquiring skill in subcuticular suturing.
RCT Entities:
OBJECTIVE: Given limitations in surgical educational resources, more efficient teaching methods are needed. We sought to evaluate 3 strategies for improving skills in subcuticular suturing-practice with an instructional video, practice with expert instructor supervision, and independent practice. DESIGN: Fifty-eight medical students volunteered for this research. Students viewed a video on subcuticular suturing then completed a pretest requiring closure of an incision in a plastic model. Students were randomized among 3 groups: practice with an instructional video (group A), practice with supervision by an expert instructor (group B), and independent practice (group C). After instruction, students completed a posttest, then a retention test 1 week later. Their performances were video recorded and evaluated using a validated scoring instrument composed of global and task-specific subscales. RESULTS: Performances measured using both subscales improved significantly from pretest to post-test only for group B. However, when comparing student performances between pretest and retention posttest, significant improvements on both subscales were seen only in group A. CONCLUSION: These results suggest that practice with an instructional video is an effective method for acquiring skill in subcuticular suturing.
Authors: Jose Quezada; Pablo Achurra; Cristian Jarry; Domenech Asbun; Rodrigo Tejos; Martín Inzunza; Gabriel Ulloa; Andres Neyem; Carlos Martínez; Carlo Marino; Gabriel Escalona; Julian Varas Journal: Surg Endosc Date: 2019-07-30 Impact factor: 4.584
Authors: Jose Quezada; Pablo Achurra; Domenech Asbun; Karol Polom; Franco Roviello; Erwin Buckel; Martin Inzunza; Gabriel Escalona; Nicolas Jarufe; Julian Varas Journal: Surg Open Sci Date: 2019-07-05
Authors: Emily J Hibbert; Tim Lambert; John N Carter; Diana L Learoyd; Stephen Twigg; Stephen Clarke Journal: BMC Med Educ Date: 2013-10-03 Impact factor: 2.463