Video-based coaching for surgical residents: a systematic review and meta-analysis

Abstract

Background Video-based coaching (VBC) is used to supplement current teaching methods in surgical education and may be useful in competency-based frameworks. Whether VBC can effectively improve surgical skill in surgical residents has yet to be fully elucidated. The objective of this study is to compare surgical residents receiving and not receiving VBC in terms of technical surgical skill. Methods The following databases were searched from database inception to October 2021: Medline, EMBASE, Cochrane Central Register of Controlled Trials (CENTRAL), and PubMed. Articles were included if they were randomized controlled trials (RCTs) comparing surgical residents receiving and not receiving VBC. The primary outcome, as defined prior to data collection, was change in objective measures of technical surgical skill following implementation of either VBC or control. A pairwise meta-analyses using inverse variance random effects was performed. Standardized mean differences (SMD) were used as the primary outcome measure to account for differences in objective surgical skill evaluation tools. Results From 2734 citations, 11 RCTs with 157 residents receiving VBC and 141 residents receiving standard surgical teaching without VBC were included. There was no significant difference in post-coaching scores on objective surgical skill evaluation tools between groups (SMD 0.53, 95% CI 0.00 to 1.01, p = 0.05, I 2 = 74%). The improvement in scores pre-and post-intervention was significantly greater in residents receiving VBC compared to those not receiving VBC (SMD 1.62, 95% CI 0.62 to 2.63, p = 0.002, I 2 = 85%). These results were unchanged with leave-one-out sensitivity analysis and subgroup analysis according to operative setting. Conclusion VBC can improve objective surgical skills in surgical residents of various levels. The benefit may be most substantial for trainees with lower baseline levels of objective skill. Further studies are required to determine the impact of VBC on competency-based frameworks.

Self-Regulated Video-Based Learning for Cultivating Surgical Skills: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

“…The results of this study are consistent with prior research showing that video-based learning (VBL) can in general improve the technical skills of medical students and surgical residents [17,18]. However, our findings complement these studies by demonstrating the potential benefits of SR-VBL without the need for additional coaching.…”

“…This ranges from teacher-guided VBL to more autonomous modes of learning, such as self-regulated or co-regulated VBL (SR-VBL) [13][14][15][16]. Teacher-guided VBL has been extensively studied in surgical learning and is beneficial to surgical residents of all levels, but it is typically resource-intensive [17][18][19]. Conversely, SR-VBL merely requires the recording of procedures, proving beneficial for self-assessment, proactivity, study engagement, resourcefulness, and continuous professional development.…”

Nationwide Association of Surgical Performance of Minimally Invasive Esophagectomy With Patient Outcomes

“…First, establishing that surgical performance is associated with clinical outcome comes with the opportunity and obligation to improve performance. Assessing surgical performance and providing direct feedback has been shown to be a powerful and effective tool in other surgical procedures . Therefore, we have initiated a surgical performance improvement program in which videos are assessed using the MIE-CAT and discussed within groups of surgeons from different hospitals.…”

“…Assessing surgical performance and providing direct feedback has been shown to be a powerful and effective tool in other surgical procedures. 31 , 32 , 33 , 34 Therefore, we have initiated a surgical performance improvement program in which videos are assessed using the MIE-CAT and discussed within groups of surgeons from different hospitals. We will refine and evaluate this program to investigate whether it can lead to improved surgical performance and, ultimately, patient outcomes.…”

Surgment: Segmentation-enabled Semantic Search and Creation of Visual Question and Feedback to Support Video-Based Surgery Learning

“…The literature on learning sciences theories [8], online learning support systems [43,78,95], and video-based surgery coaching practice [3,12,17,84] presented overwhelming evidence that embedding interactive questions and feedback during video watching improves learners' experience and learning outcomes. However, prior work on question generation are primarily text-based [13,45,53,54,77,89,91,92,97,105,107].…”