« Back to Search
Pilot Study of Interactive Video-assisted Laparoscopic Teaching for OB/GYN Surgical Residents
Purpose: It is common knowledge that athletes review tapes as
part of training. Although differences between a sports game and surgery are
obvious, both require technical skill and performing under pressure. Surgeons
may benefit from reviewing surgical tapes in training.
Background: Prior studies have explored using surgical videos to
increase exposure to operative scenarios or evaluate technical skill. However,
no standardized approach exists to incorporate video review into surgical
training, particularly in gynecology. This interactive teaching model uses
review of laparoscopic videos to enhance surgical knowledge and technique.
Methods: A gynecologic surgeon led participants through review
of laparoscopic gynecologic surgery videos. The surgeon highlighted aspects of
the video, pausing to enforce teaching points and lead discussion. Participants
completed a 25-question multiple-choice survey prior to, immediately after and
two months after the session. Individual changes in scores were analyzed before
and after aforementioned intervention, stratified by residency year.
Results: Of participants who underwent the
intervention, 100% completed the pre-survey, 60% completed the immediate
post-survey. Response rate was 40% for the 2-month post-session survey. Of
those who underwent intervention and completed the post-session survey, 71%
improved their score while 29% had no change. When stratified by year, junior
residents showed score improvement, senior residents had no change.
Discussions: Video-assisted teaching can
enhance gynecologic surgical training. It seems most beneficial
earlier in training as junior residents have yet to develop ways of doing
things. While video sessions do not replace OR time, they provide forums for
reviewing surgical approach and technique with visual aids to reinforce
CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Residency Director, Systems-Based Practice & Improvement, Practice-Based Learning & Improvement, GME, Assessment, Team-Based Learning,