A randomized control study of the effectiveness of video instruction for the acquisition of basic laparoscopic surgical skill

Abstract

Introduction Instructional videos can improve performance, retention, and maintenance of skills. We sought to measure the effectiveness of video instruction in laparoscopy by comparing traditional simulation teaching to an instructional video module. Methods Twenty-eight surgical interns were randomized to receive either traditional teaching of a brief lecture, modeling and guided skills practice or video instruction using an electronic distributive model paired with individual practice. Content for both arms focused on navigation skills with a 30 degree laparoscope. A profile survey was collected as well as baseline and post-testing using a virtual reality camera navigation skill module. Results were analyzed using a Mann Whitney U test. Results There were 14 subjects in each study arm. The two groups were similar in age (28.2, 27.7), video game experience (0.23, 0.5 average hours per week), and laparoscopic experience during internship (7.6, 1.8 cases). At baseline, the video and control groups did not differ by time to completion in seconds (261 vs. 253, p=0.77), percent of time horizon maintained (72.6 vs. 65.1, p=0.34), or number of targets missed (3.14 vs. 2.92, p=0.66). After the intervention, both the video (261 vs. 188, p Conclusions Video instruction of basic laparoscopic camera navigation provides similar improvement in surgical trainees performance as compared with traditional simulation teaching. Utilizing video instruction to augment simulation skill acquisition instruction could reduce faculty time for teaching and has important implications for simulation curricula.