Department of Obstetrics and Gynaecology, University of Toronto (Drs. Norris, Gagnon, Jacobson, Sobel, and Shore).
Department of Obstetrics and Gynaecology, McGill University (Dr. Papillon-Smith); Department of Obstetrics and Gynaecology, Royal Victoria Hospital (Dr. Papillon-Smith), Montreal, Quebec, Canada.
J Minim Invasive Gynecol. 2020 Nov-Dec;27(7):1545-1551. doi: 10.1016/j.jmig.2020.01.010. Epub 2020 Jan 23.
To assess the effect of a surgical teaching video on junior resident knowledge and performance of a laparoscopic salpingo-oophorectomy (LSO).
Randomized controlled trial.
Urban tertiary care academic obstetrics and gynecology department.
First- and second-year gynecology residents.
Access to an education video on LSO for 1 week before performing this surgery in the operating room.
Twenty-four junior residents were recruited and randomized to either the educational video group or traditional residency training group. All participants completed a demographic survey and knowledge questionnaire before performing an LSO, which was video-recorded. Video recordings of surgical performance were analyzed using the Objective Structured Assessment of Technical Skills (OSATS; 20 points) and an LSO-specific tool (30 points). Participants completed a self-assessment questionnaire before completing the procedure. The primary outcome measure was the difference in OSATS scores. The secondary outcomes were the knowledge questionnaire scores and self-assessed confidence scores. There were no significant differences between demographic variables of the 2 groups. The primary outcome revealed no significant differences in mean (standard deviation) OSATS scores (10.64 [2.05] vs 11.55 [1.85], p = .3) or LSO-specific tool scores (16.45 [2.68] vs 17.85 [2.63], p = .24). However, there was a significant difference in mean knowledge scores between the video and the traditional training (8.42 [0.79] vs 7.11 [1.36], p = .01) groups. In addition, residents in the video group had more confidence in their knowledge of pelvic anatomy (3.83 [0.39] vs 3.00 [1.00] out of 5.00, p = .04).
For junior learners, the use of an LSO video improved knowledge and confidence in anatomy but did not translate to improved surgical performance in the operating room. Surgical videos are a useful adjunct and complement hands-on technical teaching.
评估手术教学视频对初级住院医师进行腹腔镜输卵管卵巢切除术（LSO）的知识和操作的影响。
随机对照试验。
城市三级保健妇产科。
第一年和第二年的妇科住院医师。
在手术室进行 LSO 手术前，获得关于 LSO 的教育视频 1 周。
共招募了 24 名初级住院医师，并随机分为教育视频组或传统住院医师培训组。所有参与者在进行 LSO 之前都完成了人口统计学调查和知识问卷，该问卷进行了录像。使用客观结构化手术技能评估（OSATS；20 分）和 LSO 专用工具（30 分）分析手术表现的录像。参与者在完成手术前完成了自我评估问卷。主要结果测量是 OSATS 评分的差异。次要结果是知识问卷评分和自我评估的信心评分。两组之间的人口统计学变量没有显著差异。主要结果显示 OSATS 评分的平均（标准差）无显著差异（10.64[2.05] 与 11.55[1.85]，p=0.3）或 LSO 专用工具评分（16.45[2.68] 与 17.85[2.63]，p=0.24）。然而，视频组和传统培训组的知识平均得分有显著差异（8.42[0.79] 与 7.11[1.36]，p=0.01）。此外，视频组的住院医师对盆腔解剖学的知识更有信心（3.83[0.39] 与 3.00[1.00]，满分 5.00，p=0.04）。
对于初级学习者，使用 LSO 视频提高了对解剖学的知识和信心，但并没有转化为手术室手术操作的改善。手术视频是一种有用的辅助手段，可以补充实践技术教学。
