The effect of video review of resident laparoscopic surgical skills measured by self- and external assessment

Herrera‐Almario, Gabriel; Kirk, Katherine A.; Guerrero, Veronica T.; Jeong, Kwonho; Kim, Sara; Hamad, Giselle G.

doi:10.1016/j.amjsurg.2015.05.039

Cited by 39 publications

(30 citation statements)

References 29 publications

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“…The power of video recording in medical fields has been reported and suggested 7) . Microscopic or laparoscopic surgeries have incorporated video clips in most cases and they were helpful for resident or junior surgeon training 4,5) . TBI surgery is done as an emergent surgery in most cases.…”

Section: Education With Surgical Video Clipsmentioning

confidence: 99%

Digital Video Recording in Traumatic Brain Injury Surgery Using a Wearable Action Camera

Hwang

Rho

Kim

et al. 2018

Nerve

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Video recording is essential to training and education in the medical field. The recorded videos are used to education. There is less chance of experience in emergent or urgent traumatic brain injury (TBI) surgeries for residents. We used wearable action camcorders for surgical image recording in TBI, then evaluated its safety and feasibility for education. Methods: A wearable action camera was used to record surgical procedures. High-definition (1920×1080 p resolution, 60 frames per sec) quality was set and the camera was attached to the surgeon's head and recorded the view of the surgical field as seen by the surgeon. Burr hole trephination, craniotomy for hematoma removal, and decompressive craniectomy surgeries were recorded. The recorded video clips were stored securely and reviewed. To evaluate the usefulness of the images, we conducted reviews and surveys of the residents. Results: From January 2015 to December 2016, 81 cases of TBI surgery were recorded. Most video clips had a favorable view and image quality. Image distortion by overexposure occurred in 5 cases. Shut down due to misuse of device occurred in 2 cases and the recordings were out of focus in 5 cases. Results of the survey showed that TBI surgical video clips were helpful for understanding the sequence of surgery and sharing the field of view of the main operator. Conclusion: Wearable action camera can be used to record surgical video clips, including TBI surgery, and its videos may be helpful for the training and education of neurosurgery residents.

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Section: Education With Surgical Video Clipsmentioning

confidence: 99%

Digital Video Recording in Traumatic Brain Injury Surgery Using a Wearable Action Camera

Hwang

Rho

Kim

et al. 2018

Nerve

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“…Educational videos have been shown to increase surgical skills and, as such, are increasingly included in the resident curriculum to expedite the training of young surgeons. [1][2][3][4][5][6][7][8][9][10] Many different video platforms exist, the most used being YouTube, but also specialized surgery-orientated platforms or online medical journal platforms. 4,[10][11][12] Educational surgery videos that are available online are too often of insufficient quality and are rarely peer reviewed.…”

Section: Introductionmentioning

confidence: 99%

IVORY Guidelines (Instructional Videos in Otorhinolaryngology by YO‐IFOS): A Consensus on Surgical Videos in Ear, Nose, and Throat

et al. 2020

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Objectives/Hypothesis: Otolaryngology instructional videos available online are often of poor quality. The objective of this article was to establish international consensus recommendations for the production of educational surgical videos in otolaryngology. Study Design: DELPHI survey. Methods: Twenty-seven international respondents participated in this study from 12 countries. Consensus was reached after three rounds of questionnaires following the Delphi methodology. The proposals having reached the 80% agreement threshold in the third round were retained. Results: The main recommendations are as follows: 1) Ethics: patients must be anonymized and unrecognizable (apart from plastic surgery if necessary). A signed authorization must be obtained if the person is recognizable. 2) Technical aspects: videos should be edited and in high-definition (HD) quality if possible. Narration or subtitles and didactic illustrations are recommended. 3) Case presentation: name of pathology and procedure must be specified; the case should be presented with relevant workup. 4) Surgery: surgical procedures should be divided into several distinct stages and include tips and pitfalls. Pathology should be shown if relevant. Key points should be detailed at the end of the procedure. 5) Organ-specific: type of approach and bilateral audiometry should be specified in otology. Coronal plane computed tomography scans should be shown in endonasal surgery. It is recommended to show pre-and postoperative videos in voice surgery and preoperative drawings and photos of scars in plastic surgery, as well as the ventilation method in airway surgery.

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“…Despite mounting evidence that self-evaluation enhances learning [7,8], it has often been criticized as inaccurate, unreliable, and "biased." [22][23][24][25] While there is a large body of literature on "best practices" from experts' perspectives and on checklists used for judging behaviors from the perspective of observers, there is little known about the perspectives of participants in dialogical and reflective learning. This study helps fill the knowledge gap through 1) examining resident and attending views on norms of practice for primary care functions, and 2) demonstrating the tensions between values residents are expected to uphold while developing competency.…”

Section: Introductionmentioning

confidence: 99%

Explicating practice norms and tensions between values in resident training in family medicine

Achkar

2020

BMC Fam Pract

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Background: Residency programs have the intricate and complex role of training health care providers. But little is known about what residents and attendings consider norms of practice or the tensions among different values residents are expected to uphold. Thus, dialogical and reflective frameworks are being explored for resident learning. Methods: This study examined the use of facilitated conversations with groups of residents and attending physicians while reviewing video-recorded resident-patient interactions. The conversations were recorded, transcribed, and qualitatively analyzed. Results: A total of 24 residents and 10 attendings participated in conversations while separately and in parallel groups reviewing 15 resident sessions. Residents explicated the norms of practice and evaluated their performance, which often agreed with those of attending physicians in calling out important learning opportunities. When disagreement occurred, residents' explications of their reasoning were often relevant and, via reflection and dialogue, helped clarify intentions that were not apparent in the videos. Residents and attendings often judged actions on more than one domain of value. For instance, if a resident addressed problems, built relationships in a timely manner, and acted autonomously without jeopardizing the quality of care, she satisfactorily performed her duty. Conclusions: Practice norms and value struggles were addressed by participants during reviews, which provided a promising framework for learning and assessment. Also, the non-hierarchical structure opened space to acknowledge a diversity of positions and for tensions among values to be explicated.

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The effect of video review of resident laparoscopic surgical skills measured by self- and external assessment

Cited by 39 publications

References 29 publications

Digital Video Recording in Traumatic Brain Injury Surgery Using a Wearable Action Camera

Digital Video Recording in Traumatic Brain Injury Surgery Using a Wearable Action Camera

IVORY Guidelines (Instructional Videos in Otorhinolaryngology by YO‐IFOS): A Consensus on Surgical Videos in Ear, Nose, and Throat

Explicating practice norms and tensions between values in resident training in family medicine

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