Niaz Khurram, Mahboob Usman, Masood Darakshan, Maqbool Ali
Dr. Khurram Niaz FCPS (Surgery), MHPE (KMU) Sheikh Zayed Medical College, Rahim Yar Khan, Pakistan.
Dr. Usman Mehboob, Doctorate in Health Professions Education, Institute of Health Professions Education and Research, Khyber Medical University, Peshawar, Pakistan.
Pak J Med Sci. 2024 Nov;40(10):2373-2378. doi: 10.12669/pjms.40.10.7856.
To determine the effectiveness of video-based teaching in surgery residents by comparing it to the routine operating room traditional teaching.
The randomized control trial was done at four institutions from September 2022 to March 2023. Interventional group underwent video-based instruction of basic surgical skills whereas the control group was taught through traditional operating room teaching. Pre and post-test mean scores were analyzed on SPSS version 20 through paired t-test. Learning gain was calculated. Supervisors' perceptions were recorded on survey form regarding direct observations and recorded video evaluations of resident skills on post-test.
Out of sixty (n=60), fifty-five newly inducted surgical residents completed the study including both females (n=13) and male residents (n=42). Video intervention Group (27.93±3.72) and control group (23.07±4.62) both showed improvements in their post-test scores as compared to pretest scores of 13.68±3.25 and 13.52±3.60 respectively. Mean score difference improvement was more in video intervention group (13.9±3.8) in comparison to control group (9.5±4.3) provided both groups exhibits improvements in all seven domains of the global rating system (reflected by the p <0.0001). However, learning gain of 65% was observed in intervention group as compared to learning gain (41%) of control group. Evaluators(n=5) observed that recorded video evaluations helped to provide integrated feedback, despite being time (40%) and resource intensive (60%).
Video-based teaching has higher learning gain irrespective of the fact that both groups exhibit statistically significant results in all seven domains of the global rating system. Recorded video evaluation was found feasible and reliable tool for formative assessment.
通过将基于视频的教学与常规手术室传统教学进行比较，确定其对外科住院医师的教学效果。
2022年9月至2023年3月在四个机构进行了随机对照试验。干预组接受了基于视频的基本外科技能教学，而对照组则通过传统手术室教学进行授课。通过配对t检验在SPSS 20版本上分析前后测试的平均分数。计算学习收获。主管人员通过调查问卷记录对住院医师技能测试后的直接观察和录像评估情况。
60名新入职的外科住院医师中有55名完成了研究，其中包括女性住院医师（13名）和男性住院医师（42名）。视频干预组（27.93±3.72）和对照组（23.07±4.62）的测试后分数与各自的测试前分数（分别为13.68±3.25和13.52±3.60）相比均有所提高。视频干预组的平均分数差异提高幅度（13.9±3.8）大于对照组（9.5±4.3），且两组在全球评级系统的所有七个领域均有提高（p<0.0001）。然而，干预组的学习收获为65%，而对照组为41%。评估人员（5名）观察到，录像评估有助于提供综合反馈，尽管耗时（40%）且资源密集（60%）。
尽管两组在全球评级系统的所有七个领域均呈现出具有统计学意义的结果，但基于视频的教学具有更高的学习收获。录像评估是一种可行且可靠的形成性评估工具。
