A Prospective Trial: Traditional Versus Video-Based Teaching for Minimally Invasive Gynecologic Surgery [5I

Abstract

INTRODUCTION: To compare traditional versus video-based education in gynecologic surgery on task-specific cognitive and surgical skills performance among millennial trainees. To evaluate the impact of learning preference on performance. METHODS: Prospective study in academic medical center. OBGYN residents and medical students on gynecology were assigned to traditional (TT) or video-based (VBT) training for total laparoscopic hysterectomy skills. TT included routine didactic and clinical instruction. VBT additionally included two types of videos: 1) cognitive, 2) psychomotor skills-based. Participants received pre- and post-intervention knowledge and skills assessments. The VARK© questionnaire determined learning preference. Change in assessment scores was compared. The relationship between learning preference, intervention group, and change in assessment scores was analyzed. RESULTS: 120 students (n=59 VBT v. n=61 TT) and 24 residents (n=12 per group) participated. Mean improvement in knowledge assessment score was 8.65 for VBT v. 7.03 for TT (p=0.02) for medical students, and 4.17 for VBT v. 4.09 for TT (p=0.98) for residents. Mean skills test score was 6.22 with VBT v. 4.28 with TT (p less than 0.001) for students, and 2.45 with VBT v. 0.36 with TT (p=0.04) for residents. Among students, as visual learning preference increased, change in knowledge assessment score increased (p=0.04, CI 0.01-0.49). A similar trend was seen with auditory learning preference (p=0.04, CI 0.01-0.56). Among residents, as auditory learning preference increased, change in skills assessment score increased (p=0.03, CI 0.08-1.34). CONCLUSION: Video-based teaching is an effective educational tool in gynecologic surgery. Cognitive and skills-based performance may be enhanced among individuals with visual and/or auditory learning preferences.