Acquisition of surgical skills: A randomized trial of didactic, videotape, and computer-based training

Summers, Adam N.; Rinehart, Gregory C.; Simpson, Deborah; Redlich, Philip N.

doi:10.1016/s0039-6060(99)70173-x

Cited by 82 publications

(51 citation statements)

References 13 publications

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“…Computers are used for a wide range of functions in medical education, which ranges from simple drill and practice applications and computer based lectures to more advanced simulations and intelligent tutoring systems [1]. Studies have consistently shown that computer assisted learning improves performance at Multiple Choice Questions (MCQ), Objective Structured Clinical Examination (OSCE) and written assessments [2,3], develops problem solving skills and knowledge [4], and increases student satisfaction [5]. In addition computers are also now being regularly used in student assessments [6].…”

Section: Introductionmentioning

confidence: 99%

Computer literacy among first year medical students in a developing country: A cross sectional study

et al. 2012

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BackgroundThe use of computer assisted learning (CAL) has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka.MethodsThe study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190) were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates.ResultsSample size-181 (Response rate-95.3%), 49.7% were Males. Majority of the students (77.3%) owned a computer (Males-74.4%, Females-80.2%). Students have gained their present computer knowledge by; a formal training programme (64.1%), self learning (63.0%) or by peer learning (49.2%). The students used computers for predominately; word processing (95.6%), entertainment (95.0%), web browsing (80.1%) and preparing presentations (76.8%). Majority of the students (75.7%) expressed their willingness for a formal computer training programme at the faculty.Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6). There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p < 0.001). In the linear regression analysis, formal computer training was the strongest predictor of computer literacy (β = 13.034), followed by using internet facility, being from Western province, using computers for Web browsing and computer programming, computer ownership and doing IT (Information Technology) as a subject in GCE (A/L) examination.ConclusionSri Lankan medical undergraduates had a low-intermediate level of computer literacy. There is a need to improve computer literacy, by increasing computer training in schools, or by introducing computer training in the initial stages of the undergraduate programme. These two options require improvement in infrastructure and other resources.

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Section: Introductionmentioning

confidence: 99%

Computer literacy among first year medical students in a developing country: A cross sectional study

et al. 2012

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“…Inzwischen wird fallbasiertes und computerbasiertes Lernen gegenüber dem systematischen Lernen mit einem Buch oder während der Vorlesung häufig angewendet. Die in diesem Zusammenhang von unterschiedlichen Arbeitsgruppen publizierte Daten konnten zeigen, dass Effektivität und Effizienz der Ausbildung und Informationsübermittlung durch Einsatz multimedialer Lehrmethoden gesteigert werden kann [3,5,6,7,9,10,11]. …”

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LaMedica

Melamed¹,

Friedl²,

Engl³

et al. 2002

Der Urologe A

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At present, "modern media" are still a novelty in medical education. The "LaMedica Project"--a program supported by the Federal Ministry for Education and Research--intends to provide an Internet-based education and training system for the entire field of medicine, using all available media resources. This online educational program will provide subjects for medical laypersons as well as medical experts. Various styles of learning and different learning requests will be promoted. The project presented mirrors the cutting edge of database technology, computer-based training and media didactics, critical content processing as well as supplying individual subjects. This report summarizes our 10 months of experience with this program at the Department for Urology and Pediatric Urology of the Johann Wolfgang Goethe University of Frankfurt Main.

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“…Leveraging the synergy between these learning methods may enhance the acquisition of technical skills by students. For example, combining videotape and computer‐based training has been found to improve technical performance compared with didactic training . In this context, active learning is an essential component of the training, incorporating consciousness, reflection, and interactivity, thereby leading to sustained improvements .…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have also provided evidence that self‐directed learning improves student learning . Self‐directed learning has also been shown to result in greater skill retention when students are focused on process goals rather than outcome goals .…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of video‐assisted, self‐directed, and peer‐guided learning in the acquisition of surgical skills by veterinary students

2020

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Objective To determine the influence of self‐directed learning, peer feedback, or expert feedback on suturing technique of novice veterinary student surgeons. Study design Prospective, blinded, video feedback study. Sample population Three groups of surgery naïve veterinary students, two groups of 37 students and one group with 36 students. Methods Each student completed three cruciate sutures in SynDaver skin. Student performance was video recorded and scored with a validated pro forma. Students were randomly divided into three groups: (1) students critically evaluated their own performance, (2) students critically evaluated peer's performance, and (3) students received a peer's evaluation. Each student repeated the surgical task and assessed his or her own performance, guided by the pro forma. Each student received a video with individualized feedback from an expert prior to repeating the task. Scores and times were analyzed. Student and expert evaluations were compared. Results Task composite score, time to completion, and completion rate did not differ between groups. Student self‐assessed scores did not correlate with expert scores. Forty‐three percent and 62% of students stated that self‐feedback and peer feedback, respectively, were acceptable forms of learning, and 96% of students felt expert feedback was superior to both. Conclusion Video‐based self‐evaluation and peer‐assisted learning were as effective as expert feedback after didactic lecture in teaching suturing technique to novice veterinary surgeons. Clinical significance Video‐based self‐evaluation and peer feedback were viable alternative teaching strategies to didactic lecture and expert feedback alone for instructing novice veterinary surgeons.

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Acquisition of surgical skills: A randomized trial of didactic, videotape, and computer-based training

Cited by 82 publications

References 13 publications

Computer literacy among first year medical students in a developing country: A cross sectional study

Computer literacy among first year medical students in a developing country: A cross sectional study

LaMedica

Effectiveness of video‐assisted, self‐directed, and peer‐guided learning in the acquisition of surgical skills by veterinary students

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