Background: The development of didactic means to create opportunities to permit complete and
repetitive viewing of surgical procedures is of great importance nowadays due to
the increasing difficulty of doing in vivo training. Thus, audiovisual resources
favor the maximization of living resources used in education, and minimize
problems arising only with verbalism. Aim: To evaluate the use of digital video as a pedagogical strategy in surgical
technique teaching in medical education. Methods: Cross-sectional study with 48 students of the third year of medicine, when
studying in the surgical technique discipline. They were divided into two groups
with 12 in pairs, both subject to the conventional method of teaching, and one of
them also exposed to alternative method (video) showing the technical details. All
students did phlebotomy in the experimental laboratory, with evaluation and
assistance of the teacher/monitor while running. Finally, they answered a
self-administered questionnaire related to teaching method when performing the
operation. Results: Most of those who did not watch the video took longer time to execute the
procedure, did more questions and needed more faculty assistance. The total
exposed to video followed the chronology of implementation and approved the new
method; 95.83% felt able to repeat the procedure by themselves, and 62.5% of those
students that only had the conventional method reported having regular capacity of
technique assimilation. In both groups mentioned having regular difficulty, but
those who have not seen the video had more difficulty in performing the technique.
Conclusion: The traditional method of teaching associated with the video favored the ability
to understand and transmitted safety, particularly because it is activity that
requires technical skill. The technique with video visualization motivated and
arouse interest, facilitated the understanding and memorization of the steps for
procedure implementation, benefiting the students performance.
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