Skill Performance Scores Research Articles

Fundamental motor skills enhancement in a preschool setting through a structured physical education programme

ABSTRACT This study examined the effect of a 10-week structured physical education programme on fundamental motor skills enhancement in a preschool setting. Forty-four children, 27 boys and 17 girls, 3 to 5 years of age, were randomly assigned to the control group and the experimental group. Locomotor and object control skills were measured before and after the intervention. The statistical analyses showed a significantly higher gross motor quotient value for the experimental group after the programme completion. Furthermore, locomotor and object control subtest scores as well as fundamental motor skills performance scores were significantly better for the experimental group compared to the control group after the intervention. Conclusively, despite the limited sample size, the implementation of structured motor skill physical education lesson plans seems to be decisive for fundamental motor skills development in preschoolers. Finally, improving these skills is important for their future ability to participate in both athletic and daily routine activities.

Blended Learning Using Edmodo: Students’ Performance and Attitude in Boxing During COVID-19

COVID-19 has led to quarantines, isolations, and social separations worldwide. Universities use distance education and blended learning especially for practical courses. The purpose of this study was to investigate the effectiveness of blended learning via Edmodo on students’ performance and attitude when learning some fundamental boxing skills. Thirty-two students from 124 enrolled in a boxing sport course were randomly selected. A quasi-experimental design was used by creating a control group and an experimental group. A flipped classroom strategy was used to teach basic boxing skills to the experimental group via Edmodo. The control group was taught via teacher command style. Results of the post-measurements of overall skill performance score indicated that the experimental group outperformed the control group with a large effect size of ([Formula: see text] = 0.73). The Edmodo students also demonstrated positive attitudes. A blended learning program via Edmodo influences positively on learning boxing skills and motivates them to learn.

Relationship of Motor Fitness Components with Volleyball Ability of Volleyball Players

The purpose of the study was to find out the relationship of motor fitness components with Service Ability of volleyball players. For the present study the selection of the sampling was based on Veer Narmad South Gujarat University, Surat Volleyball intercollege tournament. Here for this said tournament participating colleges were divided into four zones, Surat city, Surat Rural, Bharuch and Valsad district respectively. Out of these zones the four semi-finalists team of each zone means sixteen best teams, four from each zone having 192 male best players based on their performance, select total 180 subjects out of 192 for the present study. The subjects selected was in the age range of 17 -25 years. After being informed of the study's requirements, each participant willingly consented to participate in the testing program. The research scholar met and had a special conversation to orient the subjects on the research study. A detailed explanation of the testing, experimental process, and exercise schedules was provided so that the subjects would know exactly what to expect and how much effort would be required of them. The standard of measurement in this research study was measuring Speed - 50 Yard Desh test, Agility-4 X 10 m shuttle run, Flexibility- Seat and Reach, Explosive power- Sargent jump, Cardio – vascular endurance through the Cooper’s 12 minutes ran/walk. In order to investigate the motor fitness components and skill performance of volleyball players, descriptive analysis statistics; such as mean, standard deviation, minimum value, maximum value was applied. The relationship of motor fitness components and skill performance of volleyball players, was established by computing Karl Pearson’s Product Moment Co-relation was used. The combined contribution of separately considered motor fitness components to skill performance was obtained through multiple correlations. Further in order to find out which aspect has the maximum impact on the skill performance score of volleyball players, multiple regression analysis was applied. For testing the hypothesis, the levels of confidence were set at p<0.05. The Conclusion are as under The speed significantly positive. And agility and flexibility significantly negative correlation with the volleying ability. The negative but not statistically significant correlation between explosive power and cardio-vascular endurance and volleying ability. The explosive power significantly negative correlation with the service ability. The positive but not statistically significant correlation between speed, flexibility and agility. And the cardio-vascular endurance negative not statistically significant correlation with the service ability.

Effectiveness of a Game-Based Mobile Application in Educating Nursing Students on Venous Blood Specimen Collection: A Randomized Controlled Trial.

Aim: Incorporating mobile applications into traditional clinical teaching methods to assess the impact of game-based mobile applications on the practical knowledge and skill levels of venous blood specimen collection among nursing students. Background: Although game-based mobile applications are recognized as teaching aids that replicate clinical practice in a safe environment, their impact and effectiveness are relatively unknown in the education of nursing students. Design: In September 2021, a single-blind randomized controlled trial was conducted in a university-affiliated hospital in China. Methods: One hundred five nursing students were randomly divided into the control group (n = 53) and the experimental group (n = 52). All participants received the same theoretical and operational training. For the next 7 days, the experimental group used a game-based mobile application, and the control group practiced venous blood specimen collection using traditional teaching methods. We observed the before-and-after comparison of the skill performance and learning curve of both groups of participants. Results: The final skill performance scores of the nursing students in the experimental group were higher than that of the nursing students in the control group (P < 0.001). Analysis of the learning curve showed that to master the skills, the experimental and control groups needed an average of 8 and 10 repetitions, respectively. Conclusion: This mobile application has a positive learning effect on nursing students' venous blood specimen collection skills in the short term. It should be applied to the training of clinical nursing skills.

High-Fidelity Simulation to Assess Task Load Index and Performance: A Prospective Observational Study.

Objective:The NASA Task Load Index is a questionnaire widely used in aviation. This index might help for attesting the quality of a scenario in high-fidelity simulation in healthcare. The main purpose of this study was to observe whether NASA Task Load Index for critical care-simulated scenarios, designed for residents, was consistent with the literature. The second purpose was to describe relationships between NASA Task Load Index, performance and generated stress during high-fidelity simulation.Methods:All residents in anaesthesia and intensive care undergoing high-fidelity simulation were included. The primary endpoint was the task load generated by each scenario assessed by NASA Task Load Index. Based on the literature, the NASA Task Load Index scores between 39 and 61 were considered an acceptable level. Stress level (Visual Analogue Scale) and specific technical and non-technical skills performances (Team Emergency Assessment Measure) were also assessed.Results:Totally 53 residents actively participated in 1 of 10 different scenarios, between June and December 2017. The median NASA Task Load Index score of scenarios was 61 [48-65]. Five scenarios generated acceptable task load levels. There was no association between the NASA Task Load Index score and technical or non-technical skills performance scores, but an association between NASA Task Load Index and the stress level (rho = 4.7, P = .001) was observed.Conclusion:Simulation scenarios generate different task loads for residents; the task load was deemed acceptable for half of the scenarios. The NASA Task Load Index could be considered as a tool to assess the pedagogic adequacy of scenarios. Scenario and generated stress level, but not task load, can modify residents’ performance during simulation. This should be considered when planning normative simulation.

The Effectiveness of Smartphones Video to Improve Skill Performance and Confidence of Student Nurses in Performing Hygiene Care

Self Confidence is a crucial component for students to achieve effective clinical performance. Lacking confidence may affect clinical skills performance which later can cause consequences in the safety of care delivered by the student nurses. This study proposes a method to use video on smartphones in teaching hygiene care nursing procedures. This study aimed to evaluate the effects of video of hygiene care on the skills and confidence of nursing students. The main contributions of video using smartphones have a great potential to provide clinical nursing education that is accessible, relevant, and supports patient safety. This study used a quasi-experimental, pre- test, and post-test design. Seventy-one students divide into thirty-six students in the control group and thirty-five students in the intervention group. The intervention group used a validated video on hygiene care on a smartphone, and the control group only used their nursing procedure book. Both groups were assessed for confidence level using the Confidence Scale and for the skill using Skill Performance Checklist as a pre-test. The same group of students were reassessed after a four-week intervention for post-test. Using descriptive analysis, independent t-test, and paired t-test. Pre-test confidence score, no significant difference in mean in both groups compared to a post-test confidence score. There is a substantial difference between the control and intervention groups. The mean confidence score between the pre-test and the post-test was significantly different (p &lt;0.001,95% CI of the mean difference (-10.038, -9.229). After the test, the total skill performance score improved from the total skill performance score before the test with a mean difference of -29.789. The mean Skill Performance Score before and after was significantly different (p &lt;0.001, 95% CI of the mean difference (-31.515, -28.063). The creation of video in the study serves as a roadmap for future research, particularly electronic learning in nursing education and other hospitals.

Effectiveness of a game-based mobile application in educating nursing students on flushing and locking venous catheters with pre-filled saline syringes: A randomized controlled trial

AimThis study aimed to determine the effect of a game-based mobile application on the skill levels of nursing students in respect of flushing and locking of venous catheters with pre-filled saline syringes. BackgroundIn the context of the education of nursing students, a game-based mobile application was used as a motivational aid to improve nursing students’ skills in flushing and locking of venous catheters. DesignA single-blind randomized controlled trial was conducted from August 2020, in a university-affiliated hospital in China. MethodsA total of 154 nursing students were divided randomly into two groups: a control group (n = 77) and an experimental group (n = 77). All the participants received a 30-min theoretical interpretation, 30-min demonstration, and one opportunity to practice. For the next seven days, the participants in the experimental group used a game-based mobile application as a motivational aid to practice their skills in flushing and locking of venous catheters; the control group received no additional intervention. We observed the skill performance and the incidence of errors in the procedural steps of the participants in the two groups at first and seven days later, along with the learning curve of the skills of the experimental group in respect of flushing and locking of venous catheters. ResultsThe final skill performance scores of the nursing students in the experimental group were higher than the average scores of the nursing students in the control group (p = 0.003); The incidence of errors in material preparation rate, hand hygiene, and flushing and locking in the experimental group were lower than that in the control group (p = 0.027, p = 0.035, p = 0.045). Analysis of the learning curve revealed that the experimental group needed an average of 11 repeat practices sessions to master the skills. ConclusionsIn the short term, the game-based mobile application was effective in improving the skills of nursing students in flushing and locking venous catheters with pre-filled saline syringes. It is an effective complement to existing training methods.

Effect of simulation-based teaching on nursing skill performance: a systematic review and meta-analysis

Abstract Objective To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession. Simulation is an active learning strategy involving the use of various resources to assimilate the real situation. It enables learners to improve their skills and knowledge in a coordinated environment. Methods Systematic literature search of original research articles was carried out through Google Scholar, Medline, and Cochrane Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Studies conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019, and published in the English language, were included in this study. Methodological quality was assessed by Joanna Briggs Institute, and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies (ROBINS-I) checklists. Results Initially, 638 titles were obtained from 3 sources, and 24 original studies with 2209 study participants were taken for the final analysis. Of the total studies, 14 (58.3%) used single group prep post design, 7 (29.1%) used high fidelity simulator (HFS), and 7 (29.1%) used a virtual simulator (VS). Twenty (83.3%) studies reported improved skill performance following simulation-based teaching. Simulation-based teaching improves skill performance among types of groups (single or double), study regions, high fidelity (HF), low fidelity (LF), and standard patient (SP) users. But the effect over virtual and medium fidelity simulators was not statistically significant. Overall, simulation-based teaching improves the skill performance score among the experimental group (d = 1.01, 95% confidence interval [CI] [0.69–1.33], Z = 6.18, P &lt; 0.01, 93.9%). Significant heterogeneity and publication bias were observed during the pooled analysis. Conclusions Simulation did improve skill performance among the intervention groups, but the conclusion is uncertain due to the significant heterogeneity. The large extent of difference among original research has necessitated the development of well-defined assessment methods for skills and standardized simulation set-up for proper assessment of their effects.

Use of web-based game in neonatal resuscitation - is it effective?

BackgroundKnowledge and skills decline within months post simulation-based training in neonatal resuscitation. To empower ‘Millennial’ learners to take control of their own learning, a single-player, unguided web-based Neonatal Resuscitation Game was designed. The present study investigates the effectiveness of the game on retention of resuscitation knowledge and skills.MethodsThe study evaluated 162 healthcare professionals who attended simulation-based training in neonatal resuscitation. Following standard simulation-based training, participants were assigned to either a gaming group (Gamers) with access to the web-based Neonatal Resuscitation Game or a control group (Controls) with no access to the game. Although Gamers were given access, game utilization was completely voluntary and at will. Some Gamers chose to utilize the web-based game (Players) and others did not (Non-players). Knowledge and skills in neonatal resuscitation were assessed upon completion of training and 6 months post-training using a multiple-choice question test and a manikin-based skills test. Changes in scores were compared statistically between Gamers vs Controls, Players vs Controls, and Players vs Controls + Non-players using two-sample t-tests.ResultsAt the final assessment, declines in knowledge scores were seen in all groups. Mean change from baseline in knowledge and skill performance scores at 6 months, adjusted for baseline skill performance and MCQ test scores, did not differ significantly between Players vs Controls and Players vs Controls + Non-players.ConclusionThe web-based game in its current format may not be effective in facilitating retention of knowledge and technical skills in neonatal resuscitation.

The Effects of Guided Imagery on Stress, State Anxiety, Test Anxiety and Core Basic Nursing Skill Performance Score of Undergraduate Nursing Students

Purpose: This study examined the effects of guided imagery on stress, state anxiety, test anxiety and core basic nursing skill performance score of undergraduate nursing student. Methods: An equivalent control group pretest-posttest design was utilized. A total of 45 senior nursing students were randomly assigned to either an intervention group to receive guided imagery, or a control group (experimental group=23 students, control group=22 students). The guided imagery was provided via audio files to the intervention group for eight minutes, once a day for five days. The pretest was given before the intervention to measure variables for both groups, and the posttest was performed immediately afterward and three days after the intervention. Results: Significant differences were found between the two groups in stress ((F=4.94, p=.012), state anxiety (F=5.99, p=.005), and basic core nursing skill performance scores (Z=-2.45, p=.015). Conclusion: Guided imagery for nursing students has been identified as effective for stress, state anxiety, and basic core nursing skill performance scores. Guided imagery can be used as an effective intervention before performance tests. These study results can provide useful data for nursing education.

Smartphone application supplements laparoscopic training through simulation by reducing the need for feedback from expert tutors

BackgroundSimulation training is a validated, highly effective tool for learning laparoscopy. Feedback plays a crucial role in motor skills training. We present an app to guide students during advanced laparoscopy simulation training and evaluate its effect on training. MethodsA smartphone(iOS)-app was developed. A group of trainees were randomized to use the app (YAPP) or not use the app (NAPP). We used blinded analysis with validated rating scales to assess their performance before and after the training. The number of requests for tutor feedback per session was recorded. Finally, the participants in the YAPP group completed a survey about their experience with the app. ResultsFifteen YAPP and 10 NAPP completed the training program. There were no statistically significant differences between their skills performance scores (P = .338). The number of tutor feedback requests in the YAPP and NAPP was of 4 (3–6) and 13 (10–14) (P < .001), respectively. All participants in the YAPP group found the app was useful. ConclusionThe use of a smartphone app reduces the need for expert tutor feedback without decreasing the degree of skills acquisition.

Umbilical catheterization training: Tissue hybrid versus synthetic trainer.

This study of umbilical catheterization deliberate practice training compared skill and knowledge outcomes of umbilical catheterization using a tissue-hybrid simulator (REAL) versus a synthetic simulated umbilical cord task trainer (ART). This was a prospective randomized control study. Pediatric residents were randomized to REAL or ART umbilical catheterization deliberate practice training. Pre-post-training changes in skill performance and knowledge scores for REAL and ART groups were compared. Fidelity of REAL and ART were compared by neonatologists. Twenty-seven pediatric residents completed training. Post-training mean skill scores were improved compared to pre-test scores (REAL, P < 0.001; ART, P < 0.0001). Post-training skill, knowledge, and self-efficacy scores were not different between the REAL and ART groups. Fidelity of REAL was higher than ART for neonatologists (P < 0.01). The face validity of REAL was superior to ART, but resident umbilical cord deliberate practice training demonstrated no difference in skill, knowledge, and self-efficacy improvements between REAL and ART. Further studies on real patients are needed to evaluate the impact of using real or simulated umbilical cords for umbilical venous catheter/umbilical arterial catheter training.

Smartphone Application Guides Laparoscopic Training Through Simulation and Reduces the Need for Feedback from Expert Tutors

Background: Simulation training is a validated, highly effective tool for learning laparoscopy. Feedback plays a crucial role in motor skills training. We present an app to guide students during advanced laparoscopy simulation training and evaluate its effect on training. Methods: A smartphone (iOS)-app was developed. A group of trainees were randomized to use the app (YAPP) or not use the app (NAPP). We used blinded analysis with validated rating scales to assess their performance before and after the training. The number of requests for tutor feedback per session was recorded. Finally, the participants in the YAPP group completed a survey about their experience with the app. Results: 15 YAPP and 10 NAPP completed the training program. There were no statistically significant differences between their skills performance scores (p=0.338). The number of tutor feedback requests in the YAPP and NAPP was of 4 (3-6) and 13 (10-14) (pi0.001), respectively. All participants in the YAPP group found the app was useful. Conclusion: The use of a smartphone app reduces the need for expert tutor feedback without decreasing the degree of skills acquisition.

How Prepared Are Pediatric Residents for Pediatric Emergencies: Is Pediatric Advanced Life Support Certification Every 2 Years Adequate?

Objectives. We assessed pediatric residents’ retention of knowledge and clinical skills according to the time since their last American Heart Association Pediatric Advanced Life Support (AHA PALS) certification. Methods. Sixty-four pediatric residents were recruited and divided into 3 groups based on the time since their last PALS certification, as follows: group 1, 0 to 8 months; group 2, 9 to 16 months, and group 3, 17 to 24 months. Residents’ knowledge was tested using 10 multiple-choice AHA PALS pretest questions and their clinical skills performance was assessed with simulation mock code scenarios using 2 different AHA PALS checklists, and mean scores were calculated for the 3 groups. Differences in the test scores and overall clinical skill performances among the 3 groups were analyzed using analyses of variance, χ2 tests, and Jonckheere-Terpstra tests. Statistical significance was set at P < .05. Results. The pediatric residents’ mean overall clinical skills performance scores declined within the first 8 months after their last AHA PALS certification date and continued to decrease over time (87%, 82.6%, and 77.4% for groups 1, 2, and 3, respectively; P = .048). Residents’ multiple-choice test scores declined in all 3 groups, but the scores were not significantly different. Conclusions. Residents’ clinical skills performance declined within the first 8 months after PALS certification and continued to decline as the time from the last certification increased. Using mock code simulations and reinforcing AHA PALS guidelines during pediatric residency deserve further evaluation.

Relationship between wheelchair skills scores and peak aerobic exercise capacity of manual wheelchair users with spinal cord injury: a cross-sectional study

Purpose: Although both wheelchair skills and fitness are important and probably inter-related, the extent and nature of the relationship between them are not well understood. The objective of this study was to test the hypothesis that there are significant relationships between wheelchair skills scores and the peak exercise capacity of community-dwelling manual wheelchair users with spinal cord injury.Materials and methods: We studied 26 participants, recording Wheelchair Skills Test Questionnaire scores and peak power output from graded aerobic wheelchair exercise testing on a motorized treadmill.Results: The median Wheelchair Skills Test Questionnaire capacity, confidence, and performance scores were 83.3%, 81.5%, and 76.7% and the median peak power output was 58.2 W. On regression analysis, there were significant relationships between the total Wheelchair Skills Test Questionnaire capacity, confidence, and performance scores and peak power output (R2 0.270–0.709, odds ratios 1.043–1.150, p < 0.05).Conclusions: Significant relationships exist between the wheelchair skills capacity, confidence, and performance scores and the peak exercise capacity of community-dwelling manual wheelchair users with spinal cord injury. These findings suggest that both wheelchair skills training and exercise training may be useful during the rehabilitation of people with spinal cord injury.Implications for rehabilitationModerate positive relationships exist between wheelchair skills capacity and the peak exercise capacity of community-dwelling manual wheelchair users with spinal cord injury.Moderate positive relationships exist between wheelchair skills confidence and the peak exercise capacity of community-dwelling manual wheelchair users with spinal cord injury.Although further research is needed, these findings suggest that clinicians should address both wheelchair skills training and exercise training during the rehabilitation of people with spinal cord injury and not assume that either alone is sufficient.

The Effect of Videoconferencing on Code Blue Simulation Training

BackgroundAcquisition of cardiopulmonary resuscitation skills is vital for cardiac arrest survival. Thus, it is important to train code teams for safe and efficient delivery of such care. MethodA quantitative design compared performance of two groups related to outcomes of basic life support/advanced cardiac life support resuscitation skills, and perception of learning and confidence. The control group utilized in situ training, and the experimental group trained using videoconferencing. ResultsThe experimental group had statically significantly higher skills performance scores and reported greater perceived learning and confidence. ConclusionsIncorporating videoconferencing into simulation practice may be an effective strategy to enhance learning.

Failing to Prepare Is Preparing to Fail: A Single-Blinded, Randomized Controlled Trial to Determine the Impact of a Preoperative Instructional Video on the Ability of Residents to Perform Laparoscopic Right Colectomy.

Laparoscopic colorectal resection is an index case for advanced skills training, yet many residents struggle to reach proficiency by graduation. Current methods to reduce the learning curve for residents remain expensive, time consuming, and poorly validated. The purpose of this study was to assess the impact of the addition of a preprocedural instructional video to improve the ability of a general surgery resident to perform laparoscopic right colectomy when compared with standard preparation. This was a single-blinded, randomized control study. Four university-affiliated teaching hospitals were included in the study. General surgery residents in postgraduation years 2 through 5 participated. Residents were randomly assigned to preparation with a narrated instructional video versus standard preparation. Resident performance, scored by a previously validated global assessment scale, was measured. Fifty-four residents were included. Half (n = 27) were randomly assigned to view the training video and half (n = 27) to standard preparation. There were no differences between groups in terms of training level or previous operative experience or in patient demographics (all p > 0.05). Groups were similar in the percentage of the case completed by residents (p = 0.39) and operative time (p = 0.74). Residents in the video group scored significantly higher in total score (mean: 46.8 vs 42.3; p = 0.002), as well as subsections directly measuring laparoscopic skill (vascular control mean: 11.3 vs 9.7, p < 0.001; mobilization mean: 7.6 vs. 7.0, p = 0.03) and overall performance score (mean: 4.0 vs 3.1; p < 0.001). Statistical significance persisted across training levels. There is potential for Hawthorne effect, and the study is underpowered at the individual postgraduate year level. The simple addition of a brief, narrated preprocedural video to general surgery resident case preparation significantly increased trainee ability to successfully perform a laparoscopic right colectomy. In an era of shortened hours and less exposure to cases, incorporating a brief but effective instructional video before surgery may improve the learning curve of trainees and ultimately improve safety.

Self-motivated learning with gamification improves infant CPR performance, a randomised controlled trial

BackgroundEffective paediatric basic life support improves survival and outcomes. Current cardiopulmonary resuscitation (CPR) training involves 4-yearly courses plus annual updates. Skills degrade by 3–6 months. No method has been described...

Development and evaluation of a simulation-based continuing medical education course: beyond lectures and credit hours

BackgroundThe aim of our study was to modify our previously developed laparoscopic ventral hernia (LVH) simulator to increase difficulty and then reassess validity and feasibility for using the simulator in a newly developed simulation-based continuing medical education course. MethodsParticipants (N = 30) were practicing surgeons who signed up for a hands-on postgraduate laparoscopic hernia course. An LVH simulator, with prior validity evidence, was modified for the course to increase difficulty. Participants completed 1 of the 3 variations in hernia anatomy: incarcerated omentum, incarcerated bowel, and diffuse adhesions. During the procedure, course faculty and peer observers rated surgeon performance using Global Operative Assessment of Laparoscopic Skills–Incisional Hernia and Global Operative Assessment of Laparoscopic Skills rating scales with prior validity evidence. Rating scale reliability was reassessed for internal consistency. Peer and faculty raters' scores were compared. In addition, quality and completeness of the hernia repairs were rated. ResultsInternal consistency on the general skills performance (peer α = .96, faculty α = .94) and procedure-specific performance (peer α = .91, faculty α = .88) scores were high. Peers were more lenient than faculty raters on all LVH items in both the procedure-specific skills and general skills ratings. Overall, participants scored poorly on the quality and completeness of their hernia repairs (mean = 3.90/16, standard deviation = 2.72), suggesting a mismatch between course attendees and hernia difficulty and identifying a learning need. ConclusionsSimulation-based continuing medical education courses provide hands-on experiences that can positively affect clinical practice. Although our data appear to show a significant mismatch between clinical skill and simulator difficulty, these findings also underscore significant learning needs in the surgical community.

Randomized Trial to Assess the Effect of Supervised and Unsupervised Video Feedback on Teaching Practical Skills

Feedback is a vital component of the learning process; however, great variation exists in the quality, quantity, and method of delivery. Video feedback is not commonly used in the teaching of surgical skills. The aim of this trial was to evaluate the benefit of 2 types of video feedback-individualized video feedback (IVF), with the student reviewing their performance with an expert tutor, and unsupervised video-enhanced feedback (UVF), where the student reviews their own performance together with an expert teaching video-to determine if these improve performance when compared with a standard lecture feedback. A prospective blinded randomized control trial comparing lecture feedback with IVF and UVF was carried out. Students were scored by 2 experts directly observing the performance and 2 blinded experts using a validated pro forma. Participants were recorded on video when performing a suturing task. They then received their feedback via any of the 3 methods before being invited to repeat the task. A total of 32 students were recruited between the 3 groups. There was no significant difference in suturing skill performance scores given by those directly observing the students and those blinded to the participant. There was no statistically significant difference between the 2 video feedback groups (p = 1.000), but there was significant improvement between standard lecture feedback and UVF (p = 0.047) and IVF (p = 0.001). Video feedback can facilitate greater learning of clinical skills. Students can attain a similar level of surgical skills improvement with UVF as with teacher-intensive IVF.