Purpose: To
evaluate the efficacy of a surgical video curriculum versus standard learning
throughout the rotation.
Background: With decreasing surgical volume, training time restrictions, and more
routes to approach individual cases, efficient and effective tools for surgical
learning are essential. We developed
several videos teaching pelvic anatomy and steps of common gynecologic
procedures.
Methods: The video curriculum was presented to alternating groups of students
completing their OBGYN clinical rotation compared with standard rotation
exposure. Participants knowledge of relevant anatomy and surgical steps was
assessed at baseline, the rotation end, and immediately after exposure in the
video group. Mean score assessment scores, overall impressions, and learning
preferences were evaluated.
Results: All 42 participants had similar training, case exposure, and baseline
scores. At the end of the rotation, the
mean rotation-end scores were 34% and 46% for control and video groups
(p=0.005), and the difference remained significant when corrected for baseline
score (p=0.012). The mean post-test score rose to 49% compared to a baseline
mean of 25% (p<0.001). Seventy-four percent of participants preferred video
over text, 86% reported the series was a useful educational tool, 90% would use
the videos for case preparation, and 55% felt more engaged during surgery.
Discussions: The video
series improved students’ performance on assessment of anatomy and surgical
steps. Overall impressions of the video series were positive and most students
reported they preferred video to text format.
Moving forward, videos like these can be used and examined as adjunctive
tools for acquisition of specific surgical knowledge and skills.
Topics: CREOG & APGO Annual Meeting, 2018, Student, Resident, Faculty, Clerkship Director, Medical Knowledge, GME, UME, Independent Study, Minimally Invasive Surgery,
Christina Johnson, MD
