Audiovisual Resources on the Teaching Process in Surgical Technique

Abstract

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.

Teaching Model for Evaluation of the Ability and Competence Progress in Endosuture in Surgical Skill Laboratory

“…Pupulim et al 11 inform that National Academies of Science - BIO 2010 Commission recommends the use of appropriate technology to enhance students’ understanding of the study. Innovations in teaching strategies can result in clear evolution in the application of the taught content and also raise greater interest of the trainee and consequently adherence to the teaching model.…”

“…Laparoscopic manual suture is probably the most difficult skill to acquire in minimally invasive surgery because of the inherent limitations of videolaparoscopy, among which we can cite: depth perception altered by two-dimensional vision with three-dimensional movements (stereotaxia); dependence on visual-spatial ability and reduced field to work; and triangulation in fixed position of the trocars 7 . On the other hand, laparoscopic exercises in endosuture can be learned with simulator and are of great practical importance, since they have clinical applicability and immediate application in the operating room 2, 6 , 9 , 11 .…”

Point‐of‐view technology to teach surgery

“…However, it remains an excellent way to record rare procedures, educate and build video libraries for presentations, research and assessments 8,9 . The videos can be used as supplemental material towards self‐learning and revision by students, but should not replace active participation in operations 10 …”

“…8,9 The videos can be used as supplemental material towards self-learning and revision by students, but should not replace active participation in operations. 10 The study employs "point-of-view" wearable technology to create teaching videos to be utilized by surgical trainees as a training tool. The objective was to assess the feasibility and acceptability of using a GoPro camera to record operative procedures, from the perspective of the surgical and technical team.…”