Video Curriculum for Gynecologic Surgery

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Abstract

PURPOSE:

To evaluate the efficacy of a surgical video curriculum versus standard learning throughout the rotation.

BACKGROUND:

With decreasing surgical volume, training time restrictions, and more routes to approach individual cases, efficient and effective tools for surgical learning are essential. We developed several videos teaching pelvic anatomy and steps of common gynecologic procedures.

METHODS:

The video curriculum was presented to alternating groups of students completing their OBGYN clinical rotation compared with standard rotation exposure. Participants knowledge of relevant anatomy and surgical steps was assessed at baseline, the rotation end, and immediately after exposure in the video group. Mean score assessment scores, overall impressions, and learning preferences were evaluated.

RESULTS:

All 42 participants had similar training, case exposure, and baseline scores. At the end of the rotation, the mean rotation-end scores were 34% and 46% for control and video groups (P=.005), and the difference remained significant when corrected for baseline score (P=.012). The mean post-test score rose to 49% compared to a baseline mean of 25% (P<.001). Seventy-four percent of participants preferred video over text, 86% reported the series was a useful educational tool, 90% would use the videos for case preparation, and 55% felt more engaged during surgery.

DISCUSSION:

The video series improved students' performance on assessment of anatomy and surgical steps. Overall impressions of the video series were positive and most students reported they preferred video to text format. Moving forward, videos like these can be used and examined as adjunctive tools for acquisition of specific surgical knowledge and skills.

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