Original communicationTeaching suturing and knot-tying skills to medical students: A randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback
Section snippets
Participants
Sixty Year 1 medical students at a single academic centre were recruited to participate in this study. Approval was obtained from the Health Sciences II University of Toronto Research Ethics Board and all students signed an informed consent.
Study design
The design was a prospective, randomized, 4-arm study including a control arm with blinding of the examiners. Participants were pre-tested on a suturing and instrument knot-tying skill (simple interrupted knots with 3 square throws) after viewing an
Expert assessment
Inter-rater reliability of the GRS, as evaluated by intra-class correlation coefficient was 0.904, indicating that evaluators were able to reliably distinguish between inferior and superior performances. There were no significant differences between groups at pre-test F(3,57) = .81, P = .494.
A repeated-measures analysis of variance (ANOVA) evaluating the effects of time (pre vs post vs retention) and group (control, CBVI, concurrent feedback, and summary feedback) showed a powerful main effect
Discussion
New technologies may have important educational advantages, but without proper validation, and support training for staff and students, they could prove to be an ineffective investment. Consequently, computer-based training should not be haphazardly introduced into curricula without proper empirical assessment of its optimal use. Similarly, commenting on the utility of virtual reality simulation, Gallagher et al14 stated that only thoughtful incorporation into a well-planned curriculum can take
Conclusion
This study questioned the statement that all practice is equal, and provided evidence supporting computer-assisted learning, and an increased role of summary feedback to effectively train novices in technical skills. It showed that CBVI can be as effective as summary expert feedback in the instruction of basic technical skills to medical students. Thoughtfully incorporated into training curricula, CBVI can make efficient use of faculty time and serve as a useful pedagogic adjunct for basic
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Supported in part by Bell University Labs Health Communications Laboratory. The authors declare independence from funder.
Approval for this study was obtained from the IRB (Health Sciences II University of Toronto REB-protocol reference 12410) and all students signed an informed consent.