Face-to-face versus distance learning of basic suturing skills in novice learners: a quantitative prospective randomized trial

Abstract

Background and aim Traditionally, practical skills are taught on face-to-face (F-F) basis. COVID-19 pandemic brought distance learning (DL) to the spotlight because of the social distancing mandates. We sought to determine the acceptability and effectiveness of DL of basic suturing in novice learners. Methods A prospective randomized controlled trial involving 118 students was conducted. Participants were randomized into two groups for learning simple interrupted suturing: F-F and DL-groups. Evaluation was conducted by two assessors using a performance checklist and a global rating tool. Agreement between the assessors was calculated, and performance scores of the participants were compared. Participants’ satisfaction was assessed via a questionnaire. Results Fifty-nine students were randomized to the F-F group and 59 to the DL-group. Satisfactory agreement between the assessors was demonstrated. All participants were successful in placing three interrupted sutures, with no significant difference in the performance between the groups. 25(44.6%) of the respondents in the DL-group provided negative comments related to the difficulties of remotely learning visuospatial concepts, 16(28.5%) preferred the F-F approach. Conclusion DL of basic suturing is as effective as the F-F approach in novice learners. It is acceptable by the students despite the challenges related to the remote learning of practical skills.

The Association between COVID-19 Pandemic and the Quality of Life of Medical Students in Silesian Voivodeship, Poland

“…It was also found that online education can effectively complement the medical teaching process [47] and is useful in saving time and creating a flexible learning environment [48,49]. It was proved that even teaching surgical skills remotely is as effective and efficient as traditional medical education [50]. The results of these studies correspond with the data obtained from medical students examined in our study during the COVID-19 pandemic lockdown period (n = 111).…”

Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention

“…Unlike previously published studies, the digital platform and teaching methodology implemented in this study allowed time flexibility for both trainers and trainees. First, it allowed trainers to assess videos and provide individualized feedback at any time and from anywhere in the world, without the need to find available time away from clinical labor to teach the trainee [ 25 – 27 , 29 , 30 ]. Second, it provided the trainee the chance to train from any place they want and as many times as they feel comfortable while having unlimited access to the video-enhanced feedback received.…”

Impact of Non-Face-to-Face Teaching with Passive Training on Personal Protective Equipment Use in Health Science Students: A Randomized Controlled Trial

“…Similar to our findings, previous studies also found that the level of satisfaction was higher in face-to-face vs. non-face-to-face teaching. Results from prior research carried out in the post COVID-19 era on healthcare degrees including nursing, physiotherapy, medicine or dentistry have shown the positive impact on face-to-face training in terms of social performance, knowledge integration, self-motivation, security and satisfaction [19][20][21][22][23]. These studies have been conducted in diverse settings that require both a strong practical component, such as suturing, anatomy or dissection, and a strong social interaction component, such as learning specific terminology for health professionals.…”