Ahmet Akgul, Gamze Kus, Rustem Mustafaoglu, Sezen Karaborklu Argut
Department of Gerontology, Faculty of Health Sciences, Istanbul University, Istanbul, Turkey.
Division of Physiotherapy and Rehabilitation, Institute of Health Science, Istanbul University, Istanbul, Turkey; Department of Physiotherapy and Rehabilitation, Mustafa Kemal University, Hatay, Turkey.
J Surg Educ. 2018 Sep-Oct;75(5):1150-1158. doi: 10.1016/j.jsurg.2018.01.014. Epub 2018 Feb 12.
Visual signs draw more attention during the learning process. Video is one of the most effective tool including a lot of visual cues. This systematic review set out to explore the influence of video in surgical education. We reviewed the current evidence for the video-based surgical education methods, discuss the advantages and disadvantages on the teaching of technical and nontechnical surgical skills.
This systematic review was conducted according to the guidelines defined in the preferred reporting items for systematic reviews and meta-analyses statement. The electronic databases: the Cochrane Library, Medline (PubMED), and ProQuest were searched from their inception to the 30 January 2016. The Medical Subject Headings (MeSH) terms and keywords used were "video," "education," and "surgery." We analyzed all full-texts, randomised and nonrandomised clinical trials and observational studies including video-based education methods about any surgery. "Education" means a medical resident's or student's training and teaching process; not patients' education. We did not impose restrictions about language or publication date.
A total of nine articles which met inclusion criteria were included. These trials enrolled 507 participants and the total number of participants per trial ranged from 10 to 172. Nearly all of the studies reviewed report significant knowledge gain from video-based education techniques. The findings of this systematic review provide fair to good quality studies to demonstrate significant gains in knowledge compared with traditional teaching. Additional video to simulator exercise or 3D animations has beneficial effects on training time, learning duration, acquisition of surgical skills, and trainee's satisfaction.
Video-based education has potential for use in surgical education as trainees face significant barriers in their practice. This method is effective according to the recent literature. Video should be used in addition to standard techniques in the surgical education.
在学习过程中，视觉信号能吸引更多注意力。视频是包含大量视觉线索的最有效工具之一。本系统评价旨在探讨视频在外科教育中的影响。我们回顾了基于视频的外科教育方法的现有证据，讨论了其在技术和非技术外科技能教学方面的优缺点。
本系统评价按照系统评价和Meta分析优先报告项目声明中定义的指南进行。检索电子数据库：Cochrane图书馆、Medline（PubMed）和ProQuest，时间范围从建库至2016年1月30日。使用的医学主题词（MeSH）和关键词为“视频”、“教育”和“外科手术”。我们分析了所有全文、随机和非随机临床试验以及观察性研究，这些研究包括关于任何外科手术的基于视频的教育方法。“教育”指的是住院医师或学生的培训和教学过程；而非患者教育。我们没有对语言或出版日期施加限制。
共纳入9篇符合纳入标准的文章。这些试验招募了507名参与者，每个试验的参与者总数在10至172人之间。几乎所有纳入综述的研究都报告称基于视频的教育技术能显著增加知识。本系统评价的结果提供了质量从中等到良好的研究，以证明与传统教学相比，知识有显著增加。在模拟器练习或3D动画中增加视频对培训时间、学习时长、外科技能的掌握以及学员满意度都有有益影响。
基于视频的教育在外科学教育中有应用潜力，因为学员在实践中面临重大障碍。根据最近的文献，这种方法是有效的。在外科教育中，视频应与标准技术一起使用。
