Effect of segmentation and user control on learning of basic surgical skills

Abstract

OBJECTIVE: To assess the effect of segmentation and user control on learning of basic surgical skills in a video-based instruction format as compared to non-segmented video-based instruction format in novices. METHODS: This quasi-experimental study was conducted at Dow University of health sciences Karachi, Pakistan. Sixty students were divided into four groups of 15 each. Each group had a different method of instruction. Group A: non-segmentation with facilitator; Group B: non-segmentation without facilitator; Group C: segmentation with no user control; Group D: segmentation with user control. All groups' knot tying skill was assessed at the end of session. Data analyzed using SPSS version-17. Kruskal Wallis and Mann-Whitney U tests were applied for data analysis. RESULTS: Out of 60 participants, sixteen (26.7%) were male and forty-four (73.3%) were female. Overall, scores on performance examination [p=0.006] were statistically significant. With respect to method of instruction, scores on performance examinations of group A and group B were statistically significant [D(15)=0.300, p=0.001] and [D(15)=0.225, p=0.040] respectively. Levine test was employed to assess the homogeneity of variance assumption. For performance scores, the variances were equal for all four group students (i.e. non-significant) [F (3,56) =1.68, p=0.182] and [F (3,56) =1.90, p=0.140] respectively]. Median performance scores were significantly higher in group A as compared to group D [U=45.50, r=-0.73, p=0.004]. CONCLUSION: Non-segmented video-based instructions with expert feedback result in increased learning of basic surgical as compared to segmentation with user control, in novice students. Both segmented and non-segmented video resulted in similar amount of learning.