Can narration and guidance in video-enhanced learning improve performance on E-BLUS exercises?

Abstract

Introduction This study aimed to compare trainees’ laparoscopic performance concerning the peg-transfer (PT) and needle-guidance (NG) exercises after watching the original European Basic Laparoscopic Urologic Skills (E-BLUS) video or after watching a video-mentored tutorial (VMT) with ‘tips and tricks’, narration and didactic illustrations. Material and methods An experimental, unblinded, parallel, 2-intervention, 2-period randomized trial with an allocation ratio of 1:1 was conducted. Forty-two participants were randomized into 2 groups. Prior to task initiation, Group 1 watched the VMT in both trials and Group 2 watched, firstly, the original E-BLUS examination video and, in the second trial, the VMT. Each participant performed 2 trials for each exercise. Outcome measures were task time and total number of errors. Results In the first period, participants who visualized the PT and NG VMT had fewer errors than participants who visualized the E-BLUS video (p = 0.001 and p = 0.014, respectively). In the second period, after watching the VMT, a decrease in the total number of errors in PT and NG exercises was observed in the participants who previously watched the E-BLUS video (p = 0.001 and p = 0.002, respectively). In the second period, a decrease in median task time was observed for Group 1 and 2 after watching the PT VMT (p ≤0.001 and p = 0.003, respectively) and NG VMT (p = 0.005 and p = 0.01, respectively). Conclusions The use of VMT can lead to a smaller number of errors and, if coupled with deliberate practice, could lead to a shorter task time in exercise performance among participants with no previous laparoscopic experience.

The Effects of Learning Transfer on Clinical Performances Among Medical Staff: A Systematic Review of Randomized Controlled Trials

“…Yang et al ( 27 ) and Beattie et al ( 29 ) did not clearly explain whether the participants were blinded. Yang et al ( 27 ), Tolsgaard et al ( 24 ), Rutherford-Hemming et al ( 25 ), Kulamakan et al ( 26 ), and Anacleto et al ( 30 ) lost a number of research objects to follow-up, and therefore we must assume a high risk of bias. Setting the issue of uncleared blinded participants aside, all but Rutherford-Hemming et al ( 25 ), Genç and Öner ( 28 ), and Lee et al ( 31 ) did not blind participants; thus, their assessment of outcomes must be regarded as questionable.…”

“…Yang et al ( 27 ) reported that the participants performed appendectomy training in the virtual reality simulator before the tutorial procedural tasks of laparoscopic cholecystectomy, and needed significantly fewer movements and shorter path lengths than those who started with the tutorial procedural tasks of laparoscopic cholecystectomy directly. Anacleto et al ( 30 ), after watching the video-mentored tutorial (VMT), observed a decrease in the total number of errors in peg-transfer (PT) and needle-guidance (NG) exercises in the participants who had watched the European Basic Laparoscopic Urologic Skills (E-BLUS) video before. Compared with the group in which students participated in a conventional demonstration of a Papanicolaou smear, Lee et al ( 31 ) reported that self-confidence, learner satisfaction, and critical thinking were significantly higher in the simulation problem-based learning (S-PBL) group.…”