Effectiveness of repeated video feedback in the acquisition of a surgical technical skill

Abstract

Background: Previously we evaluated the effectiveness of videotaped feedback as a teaching tool for surgical residents using 3 different core skills in the field of orthopedics. Our results revealed no significant differences in technical skill among surgical residents who were exposed to videotaped feedback and those who were not. Several limitations in the study were identified, including the presence of only a single exposure to videotaped feedback. In the present study we included repeated exposures to determine if skill acquisition was enhanced.

Methods: Thirty-three surgical residents were randomly assigned to receive either no videotaped feedback (control group) or repeated video feedback over 3 consecutive weekly practice sessions on a vascular anastomosis bench model. On the fourth week, vascular surgeons blinded to the 2 groups evaluated the residents on the same vascular anastomosis task using a global rating scale and technical checklist forms.

Results: Twenty-six (79%) of the residents participated. Independent t tests comparing the scores of each of the 2 different measures between the control group and repeated videotaped feedback group revealed no statistically significant differences.

Conclusions: There was no significant difference in the performance of a vascular anastomosis in a bench-training model between residents who were exposed to video feedback over several practice sessions and those who received no video feedback.

Figures

FIG. 1. Set-up for the bench-training vascular anastomosis procedure.

FIG. 2. Set-up for the practice sessions in the surgical skills laboratory.

FIG. 3. Task-specific checklist: vascular anastomosis.

FIG. 4. Global rating scoring system.