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Efficacy of Video versus Verbal Feedback in Surgical Training Using Simulated Laparoscopic Vaginal Cuff Closure

Purpose: The purpose of this study is to compare the efficacy of video-based feedback to standard verbal feedback in improving OB/GYN residents’ surgical skills using a validated simulated laparoscopic vaginal cuff closure (SLVCC) model.  

Background: Expert feedback on performance is integral to surgical training. Recently, there has been interest in the incorporation of video-based feedback. However, the efficacy of video-based feedback remains unclear.

Methods: We designed a prospective, randomized cross-over study utilizing a validated SLVCC model. Eighteen OB/GYN residents participating in the study completed the SLVCC, received feedback on their performance and then repeated the task. Tasks were video-recorded and participants were randomized to receive verbal or video-based feedback. After a washout period of two months, the process was repeated with residents receiving the alternative form of feedback. Surgical performance was assessed by two independent expert surgeons using the validated OSATS model. Additional metrics included time to SLVCC completion and a validated assessment of resident self-efficacy.  The two sided paired t-test was used for statistical analysis using the significance level of 5% with an effect size of 0.6.

Results: There was no statistically significant difference between video-based and standard verbal feedback in either study phase with regard to improvement in time to completion of task (p=0.17, 0.18), OSATS scoring (p=0.48, 0.91), or residents’ reported self-efficacy (p=0.73, 0.80). 

Discussions: Our finding that video-based feedback is not superior to structured verbal feedback is consistent with prior studies. However, larger studies are needed to further clarify the role of video-based feedback in surgical education.

Topics: General Ob-Gyn, Simulation, Virtual Patient, Assessment, GME, Practice-Based Learning & Improvement, Medical Knowledge, Residency Director, Clerkship Director, Faculty, Resident, Student, 2019, CREOG & APGO Annual Meeting,

General Information


Intended
Audience
Student,Resident,Faculty,Clerkship Director,Residency Director,
Competencies
Addressed
Medical Knowledge,Practice-Based Learning & Improvement,
Educational
Continuum
GME,
Educational
Focus
Assessment,Virtual Patient,Simulation,
Clinical Focus
General Ob-Gyn,

Author Information

Nicholas Andrews, MD/PhD, University of New Mexico School of Medicine; Naomi Swanson, MD; Jennifer Coffey, MD; Erin Gordon, MD

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