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Ott T, Demare T, Möhrke J, Silber S, Schwab J, Reuter L, Westhphal R, Schmidtmann I, Dietz SO, Pirlich N, Ziebart A, Engelhard K. Does an instructional video as a stand-alone tool promote the acquisition of practical clinical skills? A randomised simulation research trial of skills acquisition and short-term retention. BMC MEDICAL EDUCATION 2024; 24:714. [PMID: 38956562 PMCID: PMC11221112 DOI: 10.1186/s12909-024-05714-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Accepted: 06/25/2024] [Indexed: 07/04/2024]
Abstract
BACKGROUND The effectiveness of instructional videos as a stand-alone tool for the acquisition of practical skills is yet unknown because instructional videos are usually didactically embedded. Therefore, we evaluated the acquisition of the skill of a humeral intraosseous access via video in comparison to that of a self-study with an additional retention test. METHODS After ethical approval, we conducted two consecutive studies. Both were designed as randomised controlled two-armed trials with last-year medical students as independent samples at our institutional simulation centre of a tertiary university hospital centre. In Study 1, we randomly assigned 78 participants to two groups: Vid-Self participants watched an instructional video as an intervention, followed by a test, and after seven days did a self-study as a control, followed by a test. Self-Vid ran through the trial in reverse order. In Study 2, we investigated the influence of the sequence of the two teaching methods on learning success in a new sample of 60 participants: Vid-Self watched an instructional video and directly afterward did the self-study followed by a test, whereas Self-Vid ran through that trial in reverse order. In Studies 1 and 2, the primary outcome was the score (worst score = 0, best score = 20) of the test after intervention and control. The secondary outcome in Study 1 was the change in score after seven days. RESULTS Study 1: The Vid-Self (Participants n = 42) was superior to the Self-Vid (n = 36) (mean score 14.8 vs. 7.7, p < 0.001). After seven days, Self-vid outperformed Vid-Self (mean score 15.9 vs. 12.5, p < 0.001). Study 2: The Vid-Self (n = 30) and Self-Vid (n = 30) scores did not significantly differ (mean 16.5 vs. mean 16.5, p = 0.97). CONCLUSION An instructional video as a stand-alone tool effectively promotes the acquisition of practical skills. The best results are yielded by a combination of an instructional video and self-study right after each other, irrespective of sequence. TRIAL REGISTRATIONS ClinicalTrials.gov: NCT05066204 (13/04/2021) (Study 1) and NCT04842357 (04/10/2021) (Study 2).
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Affiliation(s)
- Thomas Ott
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany.
| | - Tim Demare
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Julia Möhrke
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Saskia Silber
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Johannes Schwab
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Lukas Reuter
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Ruben Westhphal
- Institute of Medical Biostatistics, Epidemiology, and Informatics, University Medical Centerof the, Johannes Gutenberg-University Mainz, Obere Zahlbacher Str. 69, Mainz, 55131, Germany
| | - Irene Schmidtmann
- Institute of Medical Biostatistics, Epidemiology, and Informatics, University Medical Centerof the, Johannes Gutenberg-University Mainz, Obere Zahlbacher Str. 69, Mainz, 55131, Germany
| | - Sven-Oliver Dietz
- Department of Orthopaedics and Traumatology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Nina Pirlich
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Alexander Ziebart
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
| | - Kristin Engelhard
- Department of Anaesthesiology, University Medical Centerof the, Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany
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2
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Vogt LC, Reske KA, Park D, Habrock Bach T, Stewart HB, Arter OG, Stoeckel D, Steinkamp HM, Liang SY, Durkin MJ, Kwon JH. Personal protective equipment use among dental healthcare personnel during the coronavirus disease 2019 (COVID-19) pandemic and the impact of an educational video in clinical practice. Infect Control Hosp Epidemiol 2023; 44:1472-1480. [PMID: 36924218 PMCID: PMC10507497 DOI: 10.1017/ice.2023.6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 12/15/2022] [Accepted: 12/20/2022] [Indexed: 03/18/2023]
Abstract
OBJECTIVE Dental healthcare personnel (DHCP) are at high risk of exposure to coronavirus disease 2019 (COVID-19). We sought to identify how DHCP changed their use of personal protective equipment (PPE) as a result of the COVID-19 pandemic, and to pilot an educational video designed to improve knowledge of proper PPE use. DESIGN The study comprised 2 sets of semistructured qualitative interviews. SETTING The study was conducted in 8 dental clinics in a Midwestern metropolitan area. PARTICIPANTS In total, 70 DHCP participated in the first set of interviews; 63 DHCP participated in the second set of interviews. METHODS In September-November 2020 and March-October 2021, we conducted 2 sets of semistructured interviews: (1) PPE use in the dental community during COVID-19, and (2) feedback on the utility of an educational donning and doffing video. RESULTS Overall, 86% of DHCP reported having prior training. DHCP increased the use of PPE during COVID-19, specifically N95 respirators and face shields. DHCP reported real-world challenges to applying infection control methods, often resulting in PPE modification and reuse. DHCP reported double masking and sterilization methods to extend N95 respirator use. Additional challenges to PPE included shortages, comfort or discomfort, and compatibility with specialty dental equipment. DHCP found the educational video helpful and relevant to clinical practice. Fewer than half of DHCP reported exposure to a similar video. CONCLUSIONS DHCP experienced significant challenges related to PPE access and routine use in dental clinics during the COVID-19 pandemic. An educational video improved awareness and uptake of appropriate PPE use among DHCP.
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Affiliation(s)
- Lucy C. Vogt
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Kimberly A. Reske
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Daniel Park
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Tracey Habrock Bach
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Henry B. Stewart
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Olivia G. Arter
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Daniel Stoeckel
- St. Louis University Center for Advanced Dental Education, St. Louis, Missouri
- St. Louis Children’s Hospital, St. Louis, Missouri
| | - Heidi M. Steinkamp
- St. Louis University Center for Advanced Dental Education, St. Louis, Missouri
| | - Stephen Y. Liang
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
- Department of Emergency Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Michael J. Durkin
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
| | - Jennie H. Kwon
- Division of Infectious Diseases, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri
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Karam JA, Tokarski A, Deirmengian C, Thalody H, Kwan SA, Mccahon J, Lutz R, Courtney PM, Deirmengian GK. A Video Teaching Tool Is Effective for Training Residents in Hip Arthroplasty Templating. Cureus 2023; 15:e35856. [PMID: 37033582 PMCID: PMC10078669 DOI: 10.7759/cureus.35856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/07/2023] [Indexed: 03/09/2023] Open
Abstract
Work hour restrictions imposed on orthopedic surgery residents since the early 2000s have reduced educational opportunities at the workplace and encouraged alternative strategies for teaching outside the clinical setting. Preoperative templating is essential for safe and effective total hip arthroplasty (THA) and is accurate in predicting final implants. We sought to determine the effectiveness of a video tool for teaching orthopedic residents basic THA templating skills. We developed a video-based teaching tool with instructions on proper THA templating techniques. Ten cases were selected for testing, after excluding patients with severe hip deformities and poor-quality radiographs and only retaining those with concordance between templating by the senior authors and implanted components. The study subjects included three postgraduate year 1 (PGY-1), three PGY-2, and three PGY-5 residents, and three adult reconstruction fellows (PGY-6). Templating skills were assessed before and after watching the instructional video. The evaluation included the size and positioning of femoral and acetabular components, as well as the restoration of leg length. Each templating session was repeated twice. Variance was measured to evaluate consistency in measurements. A linear mixed model and F-test were used for statistical analyses. The number of years in training significantly affected performance prior to exposure to the instructional video. Post-exposure, there was a significant improvement in the accuracy of sizing and positioning of acetabular and femoral components for PGY-1, PGY-2, and PGY-5 residents. The results achieved were comparable to PGY-6 examiners, who did not gain substantial performance benefits from the instructional video. Limb length restoration was less affected by experience or exposure to the video. Component positioning and sizing, as well as leg length discrepancy (LLD), showed a significant decrease in variance after the intervention in all study groups. Video learning is reliable in teaching invaluable skills to orthopedic surgery residents without encroaching on work hours. We conceived a concise video to train orthopedic residents to perform THA templating with proper technique and demonstrated its efficiency and reproducibility.
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Guha P, Lawson J, Minty I, Kinross J, Martin G. Can mixed reality technologies teach surgical skills better than traditional methods? A prospective randomised feasibility study. BMC MEDICAL EDUCATION 2023; 23:144. [PMID: 36869306 PMCID: PMC9985210 DOI: 10.1186/s12909-023-04122-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 02/24/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Basic surgical skills teaching is often delivered with didactic audio-visual content, and new digital technologies may allow more engaging and effective ways of teaching to be developed. The Microsoft HoloLens 2 (HL2) is a multi-functional mixed reality headset. This prospective feasibility study sought to assess the device as a tool for enhancing technical surgical skills training. METHODS A prospective randomised feasibility study was conducted. 36 novice medical students were trained to perform a basic arteriotomy and closure using a synthetic model. Participants were randomised to receive a structured surgical skills tutorial via a bespoke mixed reality HL2 tutorial (n = 18), or via a standard video-based tutorial (n = 18). Proficiency scores were assessed by blinded examiners using a validated objective scoring system and participant feedback collected. RESULTS The HL2 group showed significantly greater improvement in overall technical proficiency compared to the video group (10.1 vs. 6.89, p = 0.0076), and a greater consistency in skill progression with a significantly narrower range of scores (SD 2.48 vs. 4.03, p = 0.026). Participant feedback showed the HL2 technology to be more interactive and engaging with minimal device related problems experienced. CONCLUSIONS This study has demonstrated that mixed reality technology may provide a higher quality educational experience, improved skill progression and greater consistency in learning when compared to traditional teaching methodologies for basic surgical skills. Further work is required to refine, translate, and evaluate the scalability and applicability of the technology across a broad range of skills-based disciplines.
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Affiliation(s)
- Payal Guha
- Department of Surgery and Cancer, Imperial College London, St Mary's Hospital, 10th Floor QEQM Building, W2 1NY, London, UK
| | - Jason Lawson
- Department of Surgery and Cancer, Imperial College London, St Mary's Hospital, 10th Floor QEQM Building, W2 1NY, London, UK
| | - Iona Minty
- Department of Surgery and Cancer, Imperial College London, St Mary's Hospital, 10th Floor QEQM Building, W2 1NY, London, UK
| | - James Kinross
- Department of Surgery and Cancer, Imperial College London, St Mary's Hospital, 10th Floor QEQM Building, W2 1NY, London, UK
| | - Guy Martin
- Department of Surgery and Cancer, Imperial College London, St Mary's Hospital, 10th Floor QEQM Building, W2 1NY, London, UK.
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5
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Mao BP, Teichroeb ML, Lee T, Wong G, Pang T, Pleass H. Is Online Video-Based Education an Effective Method to Teach Basic Surgical Skills to Students and Surgical Trainees? A Systematic Review and Meta-analysis. JOURNAL OF SURGICAL EDUCATION 2022; 79:1536-1545. [PMID: 35933308 PMCID: PMC9356715 DOI: 10.1016/j.jsurg.2022.07.016] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 07/13/2022] [Indexed: 05/11/2023]
Abstract
BACKGROUND Online education has been increasingly utilized over the past decades. The COVID-19 pandemic accelerated the transition of conventional face-to-face curricula to online platforms, with limited evidence for its teaching efficacy. This systematic review aims to assess the effectiveness of online video-based education compared with standard conventional education in teaching basic surgical skills to surgical trainees and students undergoing medical training. METHODS We performed a literature search in Embase, Medline, Cochrane CENTRAL and Scopus from inception until February 2022. Studies included were randomised controlled trials (RCTs) and observational studies. We included randomised controlled trials only for meta-analysis. The primary outcome was surgical skill proficiency. The secondary outcomes were participant perception, confidence and satisfaction. Two authors independently assessed the search results for eligibility, extracted the data and assessed the risk of bias using the Cochrane Risk of Bias tool 2. Where appropriate, we performed random effects meta-analyses of the pooled study data to calculate a standardized mean difference. RESULTS A total of 11 studies met the inclusion criteria totaling 715 participants; 603 were included in qualitative analysis and 380 in meta-analysis. All included studies were assessed as having a low risk of bias. The majority of studies found no significant difference between conventional and video-based education in teaching basic surgical skills, three studies found video-based education was superior and one study found conventional education was superior. There was no statistically significant difference in skill proficiency between the two groups (standardized mean difference of -0.02 (95% CI: -0.34, 0.30); p=0.90). Video-based education results in an equivalent improvement in confidence and satisfaction rates. Additional benefits of video-based education include convenience, accessibility and efficiency. CONCLUSIONS Basic surgical skills can be taught as effectively through online video-based education as conventional teaching methods. Online education should be utilized as an adjunct to medical curricula beyond the COVID-19 era.
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Affiliation(s)
- B P Mao
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia.
| | - M L Teichroeb
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| | - T Lee
- Department of Surgery, Westmead Hospital, Sydney, NSW, Australia
| | - G Wong
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Centre for Transplant and Renal Research, Westmead Hospital, Sydney, NSW, Australia
| | - T Pang
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Department of Surgery, Westmead Hospital, Sydney, NSW, Australia
| | - H Pleass
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Department of Surgery, Westmead Hospital, Sydney, NSW, Australia
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6
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Bernges F, Zielbauer S, Weberschock T, Ochsendorf F. Dermatologische Lehre im Medizinstudium: ein Scoping Review publizierter Interventionsstudien: Teaching dermatology to medical students: a Scoping Review of published interventional studies. J Dtsch Dermatol Ges 2022; 20:1077-1087. [PMID: 35971583 DOI: 10.1111/ddg.14805_g] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 03/29/2022] [Indexed: 12/11/2022]
Affiliation(s)
- Felix Bernges
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main
| | - Sebastian Zielbauer
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main.,Arbeitsgruppe Evidenzbasierte Medizin Frankfurt, Institut für Allgemeinmedizin, Goethe-Universität Frankfurt, Frankfurt am Main
| | - Tobias Weberschock
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main.,Arbeitsgruppe Evidenzbasierte Medizin Frankfurt, Institut für Allgemeinmedizin, Goethe-Universität Frankfurt, Frankfurt am Main
| | - Falk Ochsendorf
- Klinik für Dermatologie, Venerologie und Allergologie, Universitätsklinikum Frankfurt, Frankfurt am Main
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7
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Bernges F, Zielbauer S, Weberschock T, Ochsendorf F. Teaching dermatology to medical students: a Scoping Review of published interventional studies. J Dtsch Dermatol Ges 2022; 20:1077-1087. [PMID: 35908803 DOI: 10.1111/ddg.14805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 03/29/2022] [Indexed: 11/29/2022]
Abstract
It is unclear how dermatology should be optimally taught to medical students. Therefore, this scoping review was conducted aiming to identify and structure all published interventional studies that investigated dermatological teaching approaches with medical students. The methodology of this scoping review followed the PRISMA Extension for Scoping Reviews. The databases Medline and Embase were searched without restriction until 30.06.2020. A categorization and a descriptive analysis of the studies published as full articles were performed. The database search yielded 36,627 hits. 114 studies met all inclusion criteria. These came from 19 countries, were mainly published since 2010 and were distributed across 64 different journals. 32 randomized controlled trials were identified. A wide variety of teaching approaches was found, including both E-learning and conventional teaching formats. The results of the studies are presented in structured tables. This scoping review documents a large number of studies published worldwide on teaching dermatology to medical students. The teaching of dermatology appears to be successful with numerous teaching approaches, whereby interventions that incorporate didactic principles were verifiably more successful. This literature review can serve as an aid for evidence-based teaching design in dermatology as well as a basis for future research approaches.
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Affiliation(s)
- Felix Bernges
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany
| | - Sebastian Zielbauer
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany.,Working Group Evidence Based Medicine, Institute of General Medicine, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Tobias Weberschock
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany.,Working Group Evidence Based Medicine, Institute of General Medicine, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Falk Ochsendorf
- Department of Dermatology, Venereology and Allergology, University Hospital Frankfurt, Frankfurt am Main, Germany
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8
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Nagayo Y, Saito T, Oyama H. Augmented reality self-training system for suturing in open surgery: A randomized controlled trial. Int J Surg 2022; 102:106650. [PMID: 35525415 DOI: 10.1016/j.ijsu.2022.106650] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Revised: 04/15/2022] [Accepted: 04/19/2022] [Indexed: 10/18/2022]
Abstract
BACKGROUND Existing self-training materials are insufficient to learn open surgical procedures, and a new self-training system that provides three-dimensional procedural information is needed. The effectiveness and usability of a self-training system providing three-dimensional information by augmented reality (AR) were compared to those of an existing self-training system, instructional video, in self-learning of suturing in open surgery. MATERIALS AND METHODS This was a prospective, evaluator-blinded, randomized, controlled study. Medical students who were suturing novices were randomized into 2 groups: practice with the AR training system (AR group) or an instructional video (video group). Participants were instructed in subcuticular interrupted suture and each training system and watched the instructional video once. They then completed a pretest performing the suture on a skin pad. Participants in each group practiced the procedure 10 times using each training system, followed by a posttest. The pretest and posttest were video-recorded and graded by blinded evaluators using a validated scoring form composed of global rating (GR) and task-specific (TS) subscales. Students completed a post-study questionnaire assessing system usability, each system's usefulness, and their confidence and interest in surgery. RESULTS Nineteen participants in each group completed the trial. No significant difference was found between the AR and video groups on the improvement of the scores from pretest to posttest (GR: p = 0.54, TS: p = 0.91). The posttest scores of both GR and TS improved significantly from pretest in both groups (GR: both p < 0.001, TS: both p < 0.001). There was no significant difference between the groups in the system usability scale scores (p = 0.38). The motion provided in the AR system was more helpful for manipulating surgical instruments than the video (p = 0.02). CONCLUSION The AR system was considered as understandable and easy to use as the instructional video in learning suture technique in open surgery for novices.
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Affiliation(s)
- Yuri Nagayo
- Department of Clinical Information Engineering, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku, Tokyo, 113-0033, Japan.
| | - Toki Saito
- Department of Clinical Information Engineering, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku, Tokyo, 113-0033, Japan.
| | - Hiroshi Oyama
- Department of Clinical Information Engineering, Graduate School of Medicine, The University of Tokyo, 7-3-1 Hongo, Bunkyo-Ku, Tokyo, 113-0033, Japan.
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Mullen KM, Fox-Alvarez WA, Richardson R, Ginn B, Archer L, Wellehan J. Efficacy of ethylene oxide-sterilized waterproof cases for handheld cameras as sterile barriers for intraoperative imaging and recording. J Am Vet Med Assoc 2021; 259:777-784. [PMID: 34516260 DOI: 10.2460/javma.259.7.777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
OBJECTIVE To evaluate the efficacy of ethylene oxide (EtOH) sterilization of 4 different waterproof camera cases and the ability of those sterilized cases to maintain a sterile barrier for intraoperative camera use. SAMPLE 3 action cameras, 1 smartphone, and associated waterproof cases. PROCEDURES Cases were inoculated by immersion in medium containing Staphylococcus pseudintermedius, Escherichia coli, and Pseudomonas aeruginosa and then manually cleaned and subjected to EtOH sterilization. Cameras were disinfected, loaded into sterile cases, and sterilely operated for 2 hours. Samples were collected from cases after inoculation, EtOH sterilization, camera loading, and 1 and 2 hours of operation and from all cameras after 2 hours of operation. Procedures were repeated twice, followed by an additional challenge round wherein cameras were purposefully contaminated prior to loading. All samples underwent bacterial culture. RESULTS All cases were successfully sterilized, and loading of nonsterile cameras into sterile cases caused no contamination when cameras had been disinfected beforehand. Nonpathogenic environmental contaminants were recovered from 6 of 64 culture samples and 2 of 4 room samples. During the challenge round, only the postload sample for 1 case yielded E coli, suggesting sterile glove contamination; however, postload, 1-hour, and 2-hour samples for the GoPro case yielded E coli and S pseudintermedius, suggesting major contamination. CONCLUSIONS AND CLINICAL RELEVANCE Results suggested that the evaluated cases can be safely sterilized with EtOH and used for image acquisition by aseptically prepared surgeons when cameras are disinfected prior to loading. Except for the GoPro camera, camera use did not jeopardize sterile integrity.
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Inquimbert C, Ferré A, Pourreyron L, Durand JC. Effect of a Procedural Video on the Practical Fixed Prosthodontic Performance and Stress among Preclinical Dental Students. Eur J Dent 2021; 15:612-617. [PMID: 34492726 PMCID: PMC8630968 DOI: 10.1055/s-0041-1724216] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Abstract
Objective
The purpose of this article was to analyze the effect of an instructional video on practical tutorial and to ascertain whether an instructional video improves students’ performance on practical performance and reduces the stress associated with learning.
Materials and Methods
A randomized controlled trial was conducted on a group of 78 first-year students. A pretest was conducted by administering questionnaires to evaluate the interest in the use of videos as well as the level of stress. Students were randomly assigned into two groups: control and test. Students assigned to the control group received conventional teaching, while the experimental group received both conventional teaching and watched a video. Thereafter, a satisfaction questionnaire was distributed to each of the groups, and they were awarded a grade.
Results
A total of 98.7% of students wished to learn fixed prosthodontics through instructional videos, as they believed that the videos could reduce their worry and stress levels. At the end of the first tutorial, the total grade was significantly lower for the test group (
p
= 0.003). However, the subjective value of stress was significantly lower in the test group (
p
= 0.0007) as well as the subjective value of tutorial difficulty (
p
= 0.0004). Students felt that they better understood the objectives of the tutorial “thanks to the video” (
p
= 0.0001).
Conclusion
This study did not reveal any improvement in terms of performance when an instructional video was used for tutorials in comparison with the conventional teaching method. However, the results show a reduction in the level of stress.
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Affiliation(s)
- Camille Inquimbert
- Department of Public Health, Faculty of Dental Medicine, University of Montpellier, France
| | - Aurélien Ferré
- Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
| | - Laurence Pourreyron
- Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
| | - Jean-Cédric Durand
- Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
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11
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A Novel Suture Training System for Open Surgery Replicating Procedures Performed by Experts Using Augmented Reality. J Med Syst 2021; 45:60. [PMID: 33829327 PMCID: PMC8026441 DOI: 10.1007/s10916-021-01735-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Accepted: 03/25/2021] [Indexed: 01/22/2023]
Abstract
The surgical education environment has been changing significantly due to restricted work hours, limited resources, and increasing public concern for safety and quality, leading to the evolution of simulation-based training in surgery. Of the various simulators, low-fidelity simulators are widely used to practice surgical skills such as sutures because they are portable, inexpensive, and easy to use without requiring complicated settings. However, since low-fidelity simulators do not offer any teaching information, trainees do self-practice with them, referring to textbooks or videos, which are insufficient to learn open surgical procedures. This study aimed to develop a new suture training system for open surgery that provides trainees with the three-dimensional information of exemplary procedures performed by experts and allows them to observe and imitate the procedures during self-practice. The proposed system consists of a motion capture system of surgical instruments and a three-dimensional replication system of captured procedures on the surgical field. Motion capture of surgical instruments was achieved inexpensively by using cylindrical augmented reality (AR) markers, and replication of captured procedures was realized by visualizing them three-dimensionally at the same position and orientation as captured, using an AR device. For subcuticular interrupted suture, it was confirmed that the proposed system enabled users to observe experts' procedures from any angle and imitate them by manipulating the actual surgical instruments during self-practice. We expect that this training system will contribute to developing a novel surgical training method that enables trainees to learn surgical skills by themselves in the absence of experts.
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Quezada J, Achurra P, Asbun D, Polom K, Roviello F, Buckel E, Inzunza M, Escalona G, Jarufe N, Varas J. Smartphone application supplements laparoscopic training through simulation by reducing the need for feedback from expert tutors. Surg Open Sci 2020; 1:100-104. [PMID: 32754701 PMCID: PMC7391878 DOI: 10.1016/j.sopen.2019.05.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2019] [Revised: 05/26/2019] [Accepted: 05/28/2019] [Indexed: 11/28/2022] Open
Abstract
Background Simulation training is a validated, highly effective tool for learning laparoscopy. Feedback plays a crucial role in motor skills training. We present an app to guide students during advanced laparoscopy simulation training and evaluate its effect on training. Methods A smartphone(iOS)-app was developed. A group of trainees were randomized to use the app (YAPP) or not use the app (NAPP). We used blinded analysis with validated rating scales to assess their performance before and after the training. The number of requests for tutor feedback per session was recorded. Finally, the participants in the YAPP group completed a survey about their experience with the app. Results Fifteen YAPP and 10 NAPP completed the training program. There were no statistically significant differences between their skills performance scores (P = .338). The number of tutor feedback requests in the YAPP and NAPP was of 4 (3–6) and 13 (10–14) (P < .001), respectively. All participants in the YAPP group found the app was useful. Conclusion The use of a smartphone app reduces the need for expert tutor feedback without decreasing the degree of skills acquisition. Simulation training is a validated, highly effective tool for learning laparoscopy. Feedback plays a crucial role in motor skills training. Expert feedback is often scarce, and tutors are usually not always available. Simulation and mobile technology must be further combined to improve training efficacy.
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Affiliation(s)
- Jose Quezada
- Digestive Surgery Department, Division of Surgery, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Pablo Achurra
- Digestive Surgery Department, Division of Surgery, Pontificia Universidad Católica de Chile, Santiago, Chile
| | | | - Karol Polom
- General Surgery and Surgical Oncology Department, University of Siena, Siena, Italy.,Department of Surgical Oncology, Medical University of Gdansk, Gdansk, Poland
| | - Franco Roviello
- General Surgery and Surgical Oncology Department, University of Siena, Siena, Italy
| | - Erwin Buckel
- Digestive Surgery Department, Division of Surgery, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Martin Inzunza
- Digestive Surgery Department, Division of Surgery, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Gabriel Escalona
- Digestive Surgery Department, Division of Surgery, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Nicolas Jarufe
- Digestive Surgery Department, Division of Surgery, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Julian Varas
- Digestive Surgery Department, Division of Surgery, Pontificia Universidad Católica de Chile, Santiago, Chile
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Quezada J, Achurra P, Jarry C, Asbun D, Tejos R, Inzunza M, Ulloa G, Neyem A, Martínez C, Marino C, Escalona G, Varas J. Minimally invasive tele-mentoring opportunity—the mito project. Surg Endosc 2019; 34:2585-2592. [DOI: 10.1007/s00464-019-07024-1] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2019] [Accepted: 07/19/2019] [Indexed: 11/30/2022]
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Chin RYK, Tjahjono R, Rutledge MJR, Lambert T, Deboever N. The evaluation of e-learning resources as an adjunct to otolaryngology teaching: a pilot study. BMC MEDICAL EDUCATION 2019; 19:181. [PMID: 31159793 PMCID: PMC6545733 DOI: 10.1186/s12909-019-1618-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2019] [Accepted: 05/22/2019] [Indexed: 05/25/2023]
Abstract
BACKGROUND The concept of e-Learning has been rapidly accepted as an important component of medical education and is especially adept at teaching clinical skills. However, their impact on learning, particularly in Otolaryngology Head and Neck Surgery (OHNS) medical school curriculum, has yet to be adequately explored. The aim of this pilot study is to develop interactive e-Learning resources and evaluate their impact in enhancing OHNS teaching in medical school. METHODS This pilot study is a randomized controlled trial assessing the effectiveness of e-Learning resources in enhancing the current traditional lecture and tutorial-based teaching of OHNS in medical school. Nineteen final-year medical students from the University of Sydney were recruited for this study, who were randomly allocated into intervention group with additional e-Learning resources (Group A) and control group (Group B). Student knowledge was assessed through objective structured clinical examinations (OSCE) with use of standardized forms for objective scoring. Assessors were blinded to student randomization status. A post-study questionnaire was distributed to assess student feedback on the e-Learning resources. RESULTS Eight students were allocated to Group A and 11 students to Group B. Group A performed significantly better than Group B in the overall examination scores (78.50 ± 13.88 v. 55.82 ± 8.23; P = < 0.01). With the minimum pass mark of 65%, the majority of students in Group A was able to pass the OSCE assessments, while the majority of students in Group B failed (87.50% v. 9.10%; P = 0.01). The post-test questionnaire on the e-Learning resources showed very favorable feedback from the students' perspective. CONCLUSION Results from our pilot study suggests that the use of interactive online e-Learning resources can be a valuable adjunct in supplementing OHNS teaching in medical school, as they are readily accessible and allow flexible on-demand learning. Future studies involving large numbers of medical students are needed to validate these results.
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Affiliation(s)
- Ronald Yoon-Kong Chin
- Department of Otolaryngology Head and Neck Surgery, Nepean Hospital, Derby Street, KINGSWOOD, Sydney, NSW 2747 Australia
- Faculty of Medicine, University of Sydney, Sydney, Australia
- Faculty of Medicine, Western Sydney University, Sydney, Australia
| | - Richard Tjahjono
- Department of Otolaryngology Head and Neck Surgery, Nepean Hospital, Derby Street, KINGSWOOD, Sydney, NSW 2747 Australia
- Faculty of Medicine, University of Sydney, Sydney, Australia
| | - Michael John Raymond Rutledge
- Department of Otolaryngology Head and Neck Surgery, Nepean Hospital, Derby Street, KINGSWOOD, Sydney, NSW 2747 Australia
| | - Tim Lambert
- Faculty of Medicine, University of Sydney, Sydney, Australia
| | - Nathaniel Deboever
- Department of Otolaryngology Head and Neck Surgery, Nepean Hospital, Derby Street, KINGSWOOD, Sydney, NSW 2747 Australia
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Toy S, McKay R, Eilert R, Sandall J. Effective and Feasible Simulation-Based Procedural Training for Medical Students: Instructional Video-Guided Deliberate Practice Versus Training with Expert Feedback. MEDICAL SCIENCE EDUCATOR 2019; 29:35-39. [PMID: 34457446 PMCID: PMC8368709 DOI: 10.1007/s40670-018-00643-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Limited opportunity for teaching patient-care skills in clinical settings has increased the need for simulation training in medical education. However, this modality may be hard to sustain because of extensive time requirements and potential scheduling conflicts. The authors conducted a pilot randomized study to compare the immediate and long-term effects of using instructional video with self-directed practice to those of using simulation training with expert feedback. The results are promising for the use of instructional video-guided, self-directed deliberate practice; however, future studies with a larger sample from multiple institutions should replicate this study to confirm these results.
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Affiliation(s)
- Serkan Toy
- Department of Anesthesiology & Critical Care Medicine, Johns Hopkins University School of Medicine, Osler 296, 1800 Orleans St, Baltimore, MD 21287 USA
| | - Robert McKay
- Department of Anesthesiology, The University of Kansas School of Medicine—Wichita, Wichita, KS USA
| | - Randy Eilert
- Department of Anesthesiology, The University of Kansas School of Medicine—Wichita, Wichita, KS USA
| | - Justin Sandall
- Department of Anesthesiology, The University of Kansas School of Medicine—Wichita, Wichita, KS USA
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Pilieci SN, Salim SY, Heffernan DS, Itani KMF, Khadaroo RG. A Randomized Controlled Trial of Video Education versus Skill Demonstration: Which Is More Effective in Teaching Sterile Surgical Technique? Surg Infect (Larchmt) 2018; 19:303-312. [PMID: 29406814 DOI: 10.1089/sur.2017.231] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Video education has many advantages over traditional education including efficiency, convenience, and individualized learning. Learning sterile surgical technique (SST) is imperative for medical students, because proper technique helps prevent surgical site infections (SSIs). We hypothesize that video education is at least as effective as traditional skill demonstration in teaching first-year medical students SST. METHODS A video series was created to demonstrate SST ( https://www.youtube.com/playlist?list=PLcRU-gvOmxE2mwMWkowouBkxGXkLZ8Uis ). A randomized controlled trial was designed to assess which education method best teaches SST: video education or skill demonstration. First-year medical students (n = 129) were consented and randomly assigned into two groups: those who attended a skill demonstration (control group; n = 70) and those who watched the video series (experimental group; n = 59). The control group attended a pre-existing 90-minute nurse educator-led skill demonstration. Participants then completed a 30-item multiple choice quiz to test their knowledge. Each group then received the alternate education method and completed a 23-item follow-up survey to determine their preferred method. RESULTS Seven 2- to 6-minute videos (30 minutes total) were created on surgical attire, scrubbing, gowning and gloving, and maintaining sterility. The experimental group (n = 51) scored higher on the quiz compared with the control group (n = 63) (88% ± 1% versus 72% ± 1%; p < 0.0001). Students preferred the videos when it came to convenience, accessibility, efficiency, and review, and preferred the skill demonstration when it came to knowledge retention, preparedness, and ease of completion. CONCLUSIONS Video education is superior to traditional skill demonstration in providing medical students with knowledge of SST. Students identified strengths to each method of teaching. Video education can augment medical students' knowledge prior to their operating room experience to ensure that a sterile environment is maintained for patients. The ultimate goal is to reduce SSIs.
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Affiliation(s)
- Stephanie N Pilieci
- 1 Faculty of Medicine and Dentistry, University of Alberta , Edmonton, Alberta, Canada
| | - Saad Y Salim
- 2 Department of Surgery, University of Alberta , Edmonton, Alberta, Canada
| | | | - Kamal M F Itani
- 4 Veterans Health Administration , Surgical Service, Boston, Massachusetts
| | - Rachel G Khadaroo
- 5 Department of Surgery and Critical Care Medicine, University of Alberta , Edmonton, Alberta, Canada
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Iorio-Morin C, Brisebois S, Becotte A, Mior F. Improving the pedagogical effectiveness of medical videos. J Vis Commun Med 2017; 40:96-100. [PMID: 28925762 DOI: 10.1080/17453054.2017.1366826] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Videos are often employed in medical cursus, yet few guidelines are available to help with their production. Mayer's cognitive theory of multimedia learning is the most cited evidence-based framework for improving pedagogical effectiveness of multimedia content. Based on this framework, we identified four workflow interventions to improve the effectiveness of video content in the context of medical education: (1) choosing appropriate content; (2) optimizing the voiceover; (3) optimizing the supporting visuals and (4) planning the shooting schedule in advance. Content creators should think about pedagogical effectiveness and aim to improve their work by applying evidence-based principles.
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Affiliation(s)
- Christian Iorio-Morin
- a Division of Neurosurgery, Department of Surgery , Université de Sherbrooke , Sherbrooke , Quebec , Canada.,d Faculty of Medicine and Health Sciences , Université de Sherbrooke , Sherbrooke , Quebec , Canada
| | - Simon Brisebois
- b Division of Otolaryngology, Department of Surgery , Université de Sherbrooke , Sherbrooke , Quebec , Canada.,d Faculty of Medicine and Health Sciences , Université de Sherbrooke , Sherbrooke , Quebec , Canada
| | - Annick Becotte
- c Department of Anaesthesiology , Université de Sherbrooke , Sherbrooke , Quebec , Canada.,d Faculty of Medicine and Health Sciences , Université de Sherbrooke , Sherbrooke , Quebec , Canada
| | - Frédéric Mior
- c Department of Anaesthesiology , Université de Sherbrooke , Sherbrooke , Quebec , Canada.,d Faculty of Medicine and Health Sciences , Université de Sherbrooke , Sherbrooke , Quebec , Canada
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Mishra K, Mathai M, Della Rocca RC, Reddy HS. Improving Resident Performance in Oculoplastic Surgery: A New Curriculum Using Surgical Wet Laboratory Videos. JOURNAL OF SURGICAL EDUCATION 2017; 74:837-842. [PMID: 28284655 DOI: 10.1016/j.jsurg.2017.02.009] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2016] [Revised: 01/19/2017] [Accepted: 02/11/2017] [Indexed: 06/06/2023]
Abstract
OBJECTIVE To develop a new oculoplastic curriculum that incorporates learning theory of skill acquisition. To develop and evaluate the effectiveness of instructional videos for an oculoplastic surgical wet laboratory. DESIGN Proof of concept, randomized controlled trial. SETTING New York Eye and Ear Infirmary of Mount Sinai-tertiary care academic institution. PARTICIPANTS AND METHODS In total, 16 ophthalmology residents were randomly assigned to 1 of 2 groups and given either video and text or text instructions alone for the following 2 procedures: blepharoplasty and eyelid laceration repair. Operating time and esthetic result were measured, and the groups were statistically compared. A brief survey was administered. RESULTS We developed a new 6 component oculoplastics curriculum that incorporates concepts of the Fitts and Posner skill acquisition model and mental imagery. In the wet laboratory pilot study, the group that watched the video of the laceration repair showed better esthetic grades than the group that received text alone (p = 0.038). This difference was not found for the blepharoplasty (p = 0.492). There was no difference between groups in operating time for the laceration repair (p = 0.722), but the group that watched the blepharoplasty video required more time to complete the task than those that reviewed text only (p = 0.023). In total, 100% of residents reported the videos augmented their learning. CONCLUSIONS Methods to optimize surgical education are important given limited operating room time in oculoplastics, a subspecialty in which the number of surgeries performed during residency is relatively low. We developed a curriculum based on learning theory and sought to formally test one important aspect, surgical video for wet laboratories. Our pilot study, despite its limitations, showed that wet laboratory surgical videos can be effective tools in improving motor skill acquisition for oculoplastic surgery.
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Affiliation(s)
- Kapil Mishra
- Department of Ophthalmology, New York Eye and Ear Infirmary of Mount Sinai, New York, New York
| | - Mariam Mathai
- Department of Ophthalmology, New York Eye and Ear Infirmary of Mount Sinai, New York, New York
| | - Robert C Della Rocca
- Department of Ophthalmology, New York Eye and Ear Infirmary of Mount Sinai, New York, New York
| | - Harsha S Reddy
- Department of Ophthalmology, New York Eye and Ear Infirmary of Mount Sinai, New York, New York.
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Saun TJ, Odorizzi S, Yeung C, Johnson M, Bandiera G, Dev SP. A Peer-Reviewed Instructional Video is as Effective as a Standard Recorded Didactic Lecture in Medical Trainees Performing Chest Tube Insertion: A Randomized Control Trial. JOURNAL OF SURGICAL EDUCATION 2017; 74:437-442. [PMID: 27979724 DOI: 10.1016/j.jsurg.2016.10.017] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2016] [Revised: 10/10/2016] [Accepted: 10/31/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVE Online medical education resources are becoming an increasingly used modality and many studies have demonstrated their efficacy in procedural instruction. This study sought to determine whether a standardized online procedural video is as effective as a standard recorded didactic teaching session for chest tube insertion. DESIGN A randomized control trial was conducted. Participants were taught how to insert a chest tube with either a recorded didactic teaching session, or a New England Journal of Medicine (NEJM) video. Participants filled out a questionnaire before and after performing the procedure on a cadaver, which was filmed and assessed by 2 blinded evaluators using a standardized tool. SETTING Western University, London, Ontario. Level of clinical care: institutional. PARTICIPANTS A total of 30 fourth-year medical students from 2 graduating classes at the Schulich School of Medicine & Dentistry were screened for eligibility. Two students did not complete the study and were excluded. There were 13 students in the NEJM group, and 15 students in the didactic group. RESULTS The NEJM group׳s average score was 45.2% (±9.56) on the prequestionnaire, 67.7% (±12.9) for the procedure, and 60.1% (±7.65) on the postquestionnaire. The didactic group׳s average score was 42.8% (±10.9) on the prequestionnaire, 73.7% (±9.90) for the procedure, and 46.5% (±7.46) on the postquestionnaire. There was no difference between the groups on the prequestionnaire (Δ + 2.4%; 95% CI: -5.16 to 9.99), or the procedure (Δ -6.0%; 95% CI: -14.6 to 2.65). The NEJM group had better scores on the postquestionnaire (Δ + 11.15%; 95% CI: 3.74-18.6). CONCLUSIONS The NEJM video was as effective as video-recorded didactic training for teaching the knowledge and technical skills essential for chest tube insertion. Participants expressed high satisfaction with this modality. It may prove to be a helpful adjunct to standard instruction on the topic.
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Affiliation(s)
- Tomas J Saun
- University of Toronto, Toronto, Ontario, Canada.
| | | | | | - Marjorie Johnson
- Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
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Seals R, Gustowski SM, Kominski C, Li F. Does Replacing Live Demonstration With Instructional Videos Improve Student Satisfaction and Osteopathic Manipulative Treatment Examination Performance? J Osteopath Med 2016; 116:726-734. [PMID: 27802558 DOI: 10.7556/jaoa.2016.143] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
CONTEXT Instructional videos for osteopathic manipulative treatment (OMT) are a potentially valuable resource for novice learners. OBJECTIVE To evaluate student experiences and the effectiveness of instructional videos in lieu of live faculty demonstration in a second-year osteopathic manipulative medicine course. METHODS Faculty created and produced written instructions and videos for selected Still and facilitated positional release techniques. These materials incorporated curricular design principles and psychomotor skills development strategies. During a second-year OMT skills laboratory session, students used the videos as the primary source for technique demonstration and instruction. Table trainers monitored and assisted students per their request or if errors were observed. Students completed surveys regarding their previous experiences in the OMT skills laboratory sessions (presession survey) and the video-based instructional one (postsession survey). One month after the survey, students were also asked to complete a postexamination survey. Student scores on the skills competency examination were compared with scores from the previous year. RESULTS Of the 230 students, 162 (70%), 135 (59%), and 86 (37%) responded to the presession, postsession, and postexamination surveys, respectively. The majority of students indicated that the OMT videos helped them feel more prepared (98%) and more confident for their examination (78%), were a valuable addition to learning (97%), and would help increase confidence in using osteopathic manipulative medicine on patients (84%). Two-thirds of students indicated that the videos were superior to faculty demonstration from the stage. Compared with students from the previous year, no statistically significant improvement was noted on the total clinical competency examination scores. CONCLUSION The faculty-created videos for teaching OMT techniques did not improve scores on the clinical competency examination but had subjective benefits as part of the OMT laboratory sessions. Instructional videos can serve as an alternative to live demonstration to allow more time in the laboratory for assessment and feedback.
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Weber U, Constantinescu MA, Woermann U, Schmitz F, Schnabel K. Video-based instructions for surgical hand disinfection as a replacement for conventional tuition? A randomised, blind comparative study. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc57. [PMID: 27579357 PMCID: PMC5003145 DOI: 10.3205/zma001056] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Received: 03/01/2015] [Revised: 12/08/2015] [Accepted: 12/21/2015] [Indexed: 05/10/2023]
Abstract
INTRODUCTION Various different learning methods are available for planning tuition regarding the introduction to surgical hand disinfection. These learning methods should help to organise and deal with this topic. The use of a video film is an alternative to conventional tuition due to the real presentation possibilities of practical demonstration. OBJECTIVE This study examines by way of comparison which form of communication is more effective for learning and applying surgical hand disinfection for medical students in their first year of studies: video-based instruction or conventional tuition. METHODOLOGY A total of 50 first-year medical students were randomly allocated either to the "Conventional Instruction" (CI) study group or to the "Video-based Instruction" (VI) study group. The conventional instruction was carried out by an experienced nurse preceptor/nurse educator for the operating theatre who taught the preparatory measures and the actual procedure in a two-minute lesson. The second group watched a two-minute video sequence with identical content. Afterwards, both groups demonstrated practically the knowledge they had acquired at an individual practical test station. The quality (a) of the preparation and (b) of the procedure as well as (c) the quality of the results was assessed by 6 blind experts using a check list. The acceptability of the respective teaching method was also asked about using a questionnaire. RESULTS The group performance did not differ either in the preparation (t=-78, p<0.44) or in the quality (t=-99, p<0.34). With respect to performance, it was possible to demonstrate a strong treatment effect. In the practical (t=-3.33, p<0.002, d=0.943) and in the total score (t=-2.65, p<0.011, d=0.751), the group with video-based instruction achieved a significantly better result. In response to the question as to which of the two learning methods they would prefer, the significant majority (60.4%) of students stated video instruction. CONCLUSION In this study, the use of the video-based instruction emerged as the more effective teaching method for learning surgical hand disinfection for medical students and is preferable to conventional instruction. The video instruction is associated with a higher learning effectiveness, efficiency and acceptability.
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Affiliation(s)
| | | | - Ulrich Woermann
- Universität Bern, Institut für Medizinische Lehre Abteilung für Unterricht und Medien, Bern, Schweiz
| | - Felix Schmitz
- Universität Bern, Institut für Medizinische Lehre Abteilung für Unterricht und Medien, Bern, Schweiz
| | - Kai Schnabel
- Universität Bern, Institut für Medizinische Lehre Abteilung für Unterricht und Medien, Bern, Schweiz
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Hampton BS, Craig LB, Abbott JF, Buery-Joyner SD, Dalrymple JL, Forstein DA, Hopkins L, McKenzie ML, Page-Ramsey SM, Pradhan A, Wolf A, Graziano SC. To the point: teaching the obstetrics and gynecology medical student in the operating room. Am J Obstet Gynecol 2015; 213:464-8. [PMID: 25857571 DOI: 10.1016/j.ajog.2015.04.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2015] [Revised: 03/27/2015] [Accepted: 04/03/2015] [Indexed: 10/23/2022]
Abstract
This article, from the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, is a review of considerations for teaching the medical student in the operating room during the obstetrics/gynecology clerkship. The importance of the medical student operating room experience and barriers to learning in the operating room are discussed. Specific considerations for the improvement of medical student learning and operating room experience, which include the development of operating room objectives and specific curricula, an increasing awareness regarding role modeling, and faculty development, are reviewed.
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Schlegel C, Bonvin R, Rethans JJ, van der Vleuten C. The use of video in standardized patient training to improve portrayal accuracy: A randomized post-test control group study. MEDICAL TEACHER 2015; 37:730-737. [PMID: 25314143 DOI: 10.3109/0142159x.2014.970989] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
INTRODUCTION High-stake objective structured clinical examinations (OSCEs) with standardized patients (SPs) should offer the same conditions to all candidates throughout the exam. SP performance should therefore be as close to the original role script as possible during all encounters. In this study, we examined the impact of video in SP training on SPs' role accuracy, investigating how the use of different types of video during SP training improves the accuracy of SP portrayal. METHODS In a randomized post-test, control group design three groups of 12 SPs each with different types of video training and one control group of 12 SPs without video use in SP training were compared. The three intervention groups used role-modeling video, performance-feedback video, or a combination of both. Each SP from each group had four students encounter. Two blinded faculty members rated the 192 video-recorded encounters, using a case-specific rating instrument to assess SPs' role accuracy. RESULTS SPs trained by video showed significantly (p < 0.001) better role accuracy than SPs trained without video over the four sequential portrayals. There was no difference between the three types of video training. DISCUSSION Use of video during SP training enhances the accuracy of SP portrayal compared with no video, regardless of the type of video intervention used.
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A Novel Combination Point-of-View (POV) Action Camera Recording to Capture the Surgical Field and Instrument Ergonomics in Oculoplastic Surgery. Ophthalmic Plast Reconstr Surg 2015; 31:321-2. [DOI: 10.1097/iop.0000000000000465] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Pan M, Harcharik S, Moskalenko M, Luber A, Bernardo S, Levitt J. Instructional video for teaching venepuncture. CLINICAL TEACHER 2015; 11:436-41. [PMID: 25212929 DOI: 10.1111/tct.12198] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Safe venepuncture technique is a critical skill for health care professionals, to avoid accidental occupational injury. This study investigates whether watching an instructional video improves medical students' ability to perform venepuncture safely. METHODS This was a randomised, controlled, assessor-blinded trial that evaluated the utility of an instructional video, with the primary outcome of the ability to perform venepuncture safely. Forty-two second-year medical students were recruited and randomised to receive either video instruction (group A, n = 20) or no intervention (group B, n = 22). Prior to the study, all students attended an instructor-led workshop on venepuncture. During the study, students were paired and instructed to perform venepuncture on a partner. Performance was assessed using a points-based checklist. Pre- and post-study surveys were conducted to assess confidence with technique. RESULTS The mean total checklist score was higher in group A than in group B, with values of 14.15 and 9.18, respectively (p < 0.0001, maximum 18 points). Mean scores were also higher in group A than in group B among students who performed first (p = 0.008) and students who performed second (p = 0.005) within the pair. From the post-procedure survey, only group A rated increased confidence in performing venepuncture after the study (p = 0.008). DISCUSSION Students who watched an instructional video performed venepuncture more effectively and reported greater confidence with the technique. Medical students can benefit from having access to an instructional video on venepuncture as an adjunct to the standard curriculum. Safe venepuncture technique is a critical skill for health care professionals.
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Affiliation(s)
- Michael Pan
- Department of Dermatology, Icahn School of Medicine at Mount Sinai, New York, USA
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Clanton J, Gardner A, Cheung M, Mellert L, Evancho-Chapman M, George RL. The relationship between confidence and competence in the development of surgical skills. JOURNAL OF SURGICAL EDUCATION 2014; 71:405-412. [PMID: 24797858 DOI: 10.1016/j.jsurg.2013.08.009] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2013] [Revised: 08/01/2013] [Accepted: 08/31/2013] [Indexed: 06/03/2023]
Abstract
BACKGROUND Confidence is a crucial trait of any physician, but its development and relationship to proficiency are still unknown. This study aimed to evaluate the relationship between confidence and competency of medical students undergoing basic surgical skills training. METHODS Medical students completed confidence surveys before and after participating in an introductory workshop across 2 samples. Performance was assessed via video recordings and compared with pretraining and posttraining confidence levels. RESULTS Overall, 150 students completed the workshop over 2 years and were evaluated for competency. Most students (88%) reported improved confidence after training. Younger medical students exhibited lower pretraining confidence scores but were just as likely to achieve competence after training. There was no association between pretraining confidence and competence, but confidence was associated with demonstrated competence after training (p < 0.001). CONCLUSIONS Most students reported improved confidence after a surgical skills workshop. Confidence was associated with competency only after training. Future training should investigate this relationship on nonnovice samples and identify training methods that can capitalize on these findings.
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Affiliation(s)
- Jesse Clanton
- Department of Surgery, Summa Akron City Hospital, Akron, Ohio.
| | - Aimee Gardner
- Austen BioInnovation Institute of Akron, Akron, Ohio
| | - Maureen Cheung
- Ohio University Heritage College of Osteopathic Medicine, Athens, Ohio
| | - Logan Mellert
- Ohio University Heritage College of Osteopathic Medicine, Athens, Ohio
| | | | - Richard L George
- Department of Surgery, Summa Akron City Hospital, Akron, Ohio; Northeast Ohio Medical University, Rootstown, Ohio
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Hibbert EJ, Lambert T, Carter JN, Learoyd DL, Twigg S, Clarke S. 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. BMC MEDICAL EDUCATION 2013; 13:135. [PMID: 24090039 PMCID: PMC3851453 DOI: 10.1186/1472-6920-13-135] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2013] [Accepted: 10/01/2013] [Indexed: 05/13/2023]
Abstract
BACKGROUND Demonstrating 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. METHODS Following 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. RESULTS For 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). CONCLUSION Exposure 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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Affiliation(s)
- Emily J Hibbert
- Sydney Medical School Nepean, University of Sydney, PO Box 63, Penrith, NSW 2751, Australia
- Nepean Hospital, Penrith, Australia
| | - Tim Lambert
- Sydney Medical School Concord, University of Sydney, Clinical Sciences Building, Concord Hospital, Concord, NSW 2139, Australia
- Brain and Mind Research Institute, University of Sydney, 100 Mallett Street, Camperdown, NSW 2050, Australia
| | - John N Carter
- Hornsby Hospital, Palmerston Rd, Hornsby, NSW 2077, Australia
- Sydney Medical School, The University of Sydney, Sydney, NSW 2006, Australia
| | - Diana L Learoyd
- Sydney Medical School Northern, University of Sydney, Sydney, Australia
- Department of Endocrinology, Royal North Shore Hospital, Pacific Highway, St Leonards, NSW 2065, Australia
| | - Stephen Twigg
- Sydney Medical School Central, University of Sydney, Sydney, Australia
- Department of Endocrinology, Royal Prince Alfred Hospital, Missenden Rd, Camperdown, NSW, 2050, Australia
| | - Stephen Clarke
- Sydney Medical School Northern, University of Sydney, Sydney, Australia
- Department of Endocrinology, Royal North Shore Hospital, Pacific Highway, St Leonards, NSW 2065, Australia
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Toronto Orthopaedic Boot Camp III: Examining the efficacy of student-regulated learning during an intensive, laboratory-based surgical skills course. Surgery 2013; 154:29-33. [DOI: 10.1016/j.surg.2013.05.003] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2013] [Accepted: 05/07/2013] [Indexed: 11/22/2022]
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Matsumoto S, Sekine K, Yamazaki M, Funabiki T, Orita T, Shimizu M, Kitano M. Digital video recording in trauma surgery using commercially available equipment. Scand J Trauma Resusc Emerg Med 2013; 21:27. [PMID: 23578301 PMCID: PMC3637053 DOI: 10.1186/1757-7241-21-27] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2013] [Accepted: 04/07/2013] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION Although 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. METHODS We 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. RESULTS We 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 laparotomy for a severe liver injury. CONCLUSION There 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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Affiliation(s)
- Shokei Matsumoto
- Department of Trauma and Emergency Surgery, Saiseikai Yokohamashi Tobu Hospital, 3-6-1 Shimosueyoshi Tsurumi-ku, Yokohama-shi Kanagawa, 230-0012, Japan.
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A supplemental video teaching tool enhances splinting skills. Clin Orthop Relat Res 2013; 471:649-54. [PMID: 23054528 PMCID: PMC3549149 DOI: 10.1007/s11999-012-2638-3] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/28/2012] [Accepted: 09/26/2012] [Indexed: 01/31/2023]
Abstract
BACKGROUND The ability to apply casts and splints is a technical skill that requires practice and understanding of basic principles of musculoskeletal medicine. A video in which a given procedure is simulated on a dummy can represent reality under controlled conditions. A decrease in physician competency in musculoskeletal medicine is the result of educational deficiencies at the medical school level. QUESTIONS/PURPOSES We asked whether (1) a supplemental video educational program enhances performance of medical students' musculoskeletal clinical skills and (2) factors such as the proportion of orthopaedic professors to students, sex, age, and previous scores of medical students affected the clinical skills of medical students. METHODS We allocated 474 medical students into one of two groups: all participants received 90 minutes of lecture instruction on how to splint and cast but one group viewed the supplemental instructional video and the other did not. There were no differences in terms of sex, age, basic science exam scores, or grade point average of the groups. Thirteen specific skills in splinting an injured limb were evaluated. We recorded grade point averages. We developed a 10-point scoring system and graded each student on their splinting skills 6 months after the lectures. RESULTS The medical students who watched the video had an average score of 7.6, whereas the control group's average score was 2.0. We observed a positive association between watching the educational video and clinical exam score. A higher professor-to-student ratio was associated with lower student Objective Structured Clinical Examination score. CONCLUSIONS Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.
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