Preferences in Suture Skills Instruction: Virtual Versus In-Person Instruction.

INTRODUCTION

As medical education increasingly incorporates digital methods such as video lectures, e-learning, and virtual meetings, it becomes crucial to evaluate the effectiveness of virtual classrooms in teaching surgical techniques. This study aims to assess whether live virtual classrooms can effectively convey surgical skills to medical students.

METHODS

First- and second-y medical students were randomized to in-person or live-video sessions once a week, for 2 wk. Students were taught how to perform simple interrupted sutures with instrument-tying. At the end of the workshop, participants were recorded performing simple interrupted sutures. Postinstruction skills videos, blinded to student group placement, were graded from 1 to 5 based on instrument handling, time, efficiency, tissue handling, wound closure, and overall technique.

RESULTS

Out of 114 enrolled students, 42 completed the workshop. Notably, the virtual group had a significantly higher proportion of dropouts than the in-person group. Rubric scores showed no significant differences in various skill categories between the two groups. While both groups acknowledged the helpfulness of their respective methods, a majority expressed a preference for in-person instruction. The postcourse survey revealed that students valued in-person instruction for real-time feedback and multiple-angle demonstrations.

CONCLUSIONS

This study demonstrates that video instruction may be equally effective in improving students' surgical technique compared to live sessions. However, it also highlights a clear personal preference among students for in-person instruction, emphasizing the value of a personalized, hands-on approach and enhanced visibility provided by in-person teaching methods.