Dyadic practice for the acquisition of laparoscopic skills (DALS)—A randomized controlled trial

Abstract

BackgroundLaparoscopic simulation is integral to surgical education but requires significant resources. We aimed to compare the effectiveness of dyadic practice (DP), involving two individuals working together, to individual practice (IP) for novices acquiring laparoscopic skills and assess their learning experience.MethodsWe conducted a Randomized Controlled Trial comparing DP and IP for novice medical students who completed a laparoscopic simulation workshop. Participants were assessed individually pre‐course (test 1), post‐course (test 2), and 8‐week retention (test 3) using a validated quantitative method. A post‐course questionnaire and interview, analyzed with thematic analysis, assessed the learning experience.ResultsIn total, 31 DP and 35 IP participants completed the study. There was no difference in mean scores between DP and IP groups in all three tests: test 1 (p = 0.55), test 2 (p = 0.26), test 3 (p = 0.35). In trend analysis, the DP group improved post‐course (test 1 vs. 2: p = 0.02) and maintained this level at the retention test (2 vs. 3: p = 0.80, 1 vs. 3: p = 0.02). Whilst the IP group also improved post‐course (test 1 vs. 2: p < 0.001), this improvement was not retained (2 vs. 3: p = 0.003, 1 vs. 3: p = 0.32). Thematic analysis revealed that DP participants valued peer support, peer feedback and observation time, but also acknowledged the limitations of reduced practical time and issues with teamwork.ConclusionDP is non‐inferior to IP for novices learning laparoscopic skills, is well received and may lead to superior long‐term skill retention.