Learning With Pedagogical Models: Videos As Adjuncts to Apprenticeship for Surgical Training

Abstract

Videos are a powerful media to learn activities through guided physical training such as surgery, especially when they are produced following human learning models and not as "how-to" videos. However, their success greatly depends on how they are integrated into the extensive curricula of domains where learning occurs through guided practice. In this work, we investigate the impact of integrating video as a learning tool into the learning curricula of surgery. We created a pedagogical video on surgical hysterectomy through a model based on the Conceptual Fields theory (Vergnaud) and performed two rounds of interviews with seven medical residents, who watched the video freely during their residency in gynecology-obstetrics as they trained with experts. We find that videos can complement guided physical training, as they can provide the rationale behind expert action, something that is difficult to explicit during guided training. Still, their linear and static nature limits their integration as true adjuncts. We discuss our vision of moving towards interactive videos created with an ontological approach, developed in a workshop with four expert surgeons, which involves the ability to navigate through levels of information and layers of representations, so that experts can represent information to learners according to pedagogical models that complement their complex and extensive learning curricula.

Understanding The Needs of Mentoring in Surgery to Guide the Design of Surgical Telementoring Systems

“…The journey to becoming a surgeon starts with acquiring theoretical knowledge on anatomy, procedures and techniques. Then, medical students weave in practice [21] and develop skills through apprenticeship, becoming mentees that operate under a mentor's expert supervision. Prentice [40] defines this practice as guided physical training, or guided practice, where the trainee directly observes and then imitates the actions of a skilled mentor.…”

Effects of Visuospatial Abilities on Learning Through 2D and Immersive Video

“…Des études ont montré que les vidéos permettent aux étudiants de visualiser des gestes techniques et les relations entre les structures, améliorant ainsi leur compréhension des procédures, ce qui a un impact significatif sur l'acquisition des compétences chirurgicales [1,2]. Ces avantages sont liés à la visualisation de procédures chirurgicales réelles plutôt qu'à des simulations, ce qui aide les étudiants en médecine à mieux appréhender le déroulement des interventions et à se préparer à leur future participation au bloc opératoire [13].…”