Abstract
Background: The development of didactic means to create opportunities to permit complete and repetitive viewing of surgical procedures is of great importance nowadays due to the increasing difficulty of doing in vivo training. Thus, audiovisual resources favor the maximization of living resources used in education, and minimize problems arising only with verbalism. Aim: To evaluate the use of digital video as a pedagogical strategy in surgical technique teaching in medical education. Methods: Cross-sectional study with 48 students of the third year of medicine, when studying in the surgical technique discipline. They were divided into two groups with 12 in pairs, both subject to the conventional method of teaching, and one of them also exposed to alternative method (video) showing the technical details. All students did phlebotomy in the experimental laboratory, with evaluation and assistance of the teacher/monitor while running. Finally, they answered a self-administered questionnaire related to teaching method when performing the operation. Results: Most of those who did not watch the video took longer time to execute the procedure, did more questions and needed more faculty assistance. The total exposed to video followed the chronology of implementation and approved the new method; 95.83% felt able to repeat the procedure by themselves, and 62.5% of those students that only had the conventional method reported having regular capacity of technique assimilation. In both groups mentioned having regular difficulty, but those who have not seen the video had more difficulty in performing the technique. Conclusion: The traditional method of teaching associated with the video favored the ability to understand and transmitted safety, particularly because it is activity that requires technical skill. The technique with video visualization motivated and arouse interest, facilitated the understanding and memorization of the steps for procedure implementation, benefiting the students performance.
Highlights
The medical school requires academic students to understand many fundamental and highly complex concepts as well as it demands that they develop skills and abilities to carry out practical procedures
This study aims to evaluate the use of a digital video as a pedagogical strategy in the surgical technique discipline from the course of medicine linked to the traditional method, and to assess their effectiveness in the teaching-learning process
In the first stage a video that displays the performance of the selected surgical technique was shown; the second consisted of a traditional lesson on that technique; in the third the students were exposed or not to the video; in the fourth they performed the procedure; and the last one was the evaluation of the teaching method to which students were submitted.The procedure was recorded and later burned to a digital video (DVD), by a specialized company
Summary
The medical school requires academic students to understand many fundamental and highly complex concepts as well as it demands that they develop skills and abilities to carry out practical procedures. As every educating process involves the relationship between learner and instructor, both participating and consciously interacting in the pursuit of a common goal, we highlight the important role of teachers whose performance requires the constant updating of the elements that are necessary for the teaching practice 9. In medicine, such strategies should include the observation and active participation in practical activities, including surgical procedures, once such experiences contribute to the development of technical skills. The crucial point is: in order to achieve excellence one must first have full knowledge of what they want to accomplish, articulating the theoretical practical basis concerning the surgical technique, so that, by practicing it, one can train repeatedly until they reach quality and ability to perform a surgery
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