BACKGROUND: Acute fingertip injuries are common. Providers in rural and underserved areas often transfer these patients due to lack of comfort and skill with treating these injuries. Current learners prefer short and high-density educational material. It is unknown if basic hand procedures can be taught using ultrashort training videos. This study investigates whether fingertip repair can be taught using a 60-second educational video viewed immediately prior to performing the procedure. METHODS: A standardized cadaveric fingertip injury model was developed. Twenty-three emergency medicine residents each having minimal experience with fingertip injury repair were randomized into one of three study arms: A) no video, B) standard-length (8-minute) video, and C) ultrashort (60-second) video. Each subject was presented with an injured cadaveric finger and asked to prepare for and perform the repair within a 30-minute time frame. The repair was graded on a 10-point scale following a standard rubric. Time to completion, preparedness, and subjects' confidence were also assessed. Results were analyzed by one-way ANOVA and Kruskal-Wallis tests. RESULTS: Mean repair scores for the standard-length video group (9.5 ± 0.3) and the ultrashort video group (9.2 ± 0.3) were significantly higher than those of the no video group (4.0 ± 0.3, p < 0.05 for both comparisons). Mean time to completion of the exercise was significantly shorter in the ultrashort video group (19 ± 2 minutes) than in the standard-length video group (26 ± 2 minutes). Subject-reported outcomes (median preparedness, median post-repair confidence, and median change in confidence following the procedure) were all significantly higher in the standard-length video group and the ultrashort video group than in the no video group (p < 0.05 for all comparisons). CONCLUSION: A 60-second educational video viewed immediately prior to performing a fingertip injury repair can effectively teach an emergency medicine resident to correctly perform the procedure.
BACKGROUND: Acute fingertip injuries are common. Providers in rural and underserved areas often transfer these patients due to lack of comfort and skill with treating these injuries. Current learners prefer short and high-density educational material. It is unknown if basic hand procedures can be taught using ultrashort training videos. This study investigates whether fingertip repair can be taught using a 60-second educational video viewed immediately prior to performing the procedure. METHODS: A standardized cadaveric fingertip injury model was developed. Twenty-three emergency medicine residents each having minimal experience with fingertip injury repair were randomized into one of three study arms: A) no video, B) standard-length (8-minute) video, and C) ultrashort (60-second) video. Each subject was presented with an injured cadaveric finger and asked to prepare for and perform the repair within a 30-minute time frame. The repair was graded on a 10-point scale following a standard rubric. Time to completion, preparedness, and subjects' confidence were also assessed. Results were analyzed by one-way ANOVA and Kruskal-Wallis tests. RESULTS: Mean repair scores for the standard-length video group (9.5 ± 0.3) and the ultrashort video group (9.2 ± 0.3) were significantly higher than those of the no video group (4.0 ± 0.3, p < 0.05 for both comparisons). Mean time to completion of the exercise was significantly shorter in the ultrashort video group (19 ± 2 minutes) than in the standard-length video group (26 ± 2 minutes). Subject-reported outcomes (median preparedness, median post-repair confidence, and median change in confidence following the procedure) were all significantly higher in the standard-length video group and the ultrashort video group than in the no video group (p < 0.05 for all comparisons). CONCLUSION: A 60-second educational video viewed immediately prior to performing a fingertip injury repair can effectively teach an emergency medicine resident to correctly perform the procedure.
Authors: Jonathan A Zelken; Austin G Hayes; Brent G Parks; Abdullah Al Muhit; Kenneth R Means Journal: J Hand Surg Am Date: 2015-03-31 Impact factor: 2.230
Authors: Phillip G Rowse; Raaj K Ruparel; Yazan N AlJamal; Jad M Abdelsattar; Stephanie F Heller; David R Farley Journal: J Surg Educ Date: 2014 Nov-Dec Impact factor: 2.891
Authors: Jad M Abdelsattar; T K Pandian; Eric J Finnesgard; Moustafa M El Khatib; Phillip G Rowse; EeeL N H Buckarma; Becca L Gas; Stephanie F Heller; David R Farley Journal: J Surg Educ Date: 2015-10-09 Impact factor: 2.891
Authors: Allison K Rapp; Michael G Healy; Mary E Charlton; Jerrod N Keith; Marcy E Rosenbaum; Muneera R Kapadia Journal: J Surg Educ Date: 2016-06-14 Impact factor: 2.891