Evidence map›Paper›PMID 35254521›Full record

ArticleSurgical endoscopy2022

Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training.

Matyas Fehervari, Bibek Das, Payam Soleimani-Nouri, Manal Ahmad, Michael G Fadel, Mohammed Deputy, Catrin Morgan, Joshua R Burke, John D Mason, David Nott and 1 more

Abstract read
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In one paragraph

Article in Surgical endoscopy, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
8citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

8 citing papers in PubMed, 2 syntheses or guidelines pooled it.

  1. Pooled it
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  3. Trial
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Matyas FehervariDepartment of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK. matyas.fehervari15@imperial.ac.uk.ORCID http://orcid.org/0000-0002-0796-5150
Bibek DasDepartment of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK.
Payam Soleimani-NouriDepartment of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK.
Manal AhmadDepartment of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK.
Michael G FadelAssociation of Surgeons in Training, London, UK.
Mohammed DeputyDepartment of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK.
Catrin MorganChelsea and Westminster Hospital, London, UK.
Joshua R BurkeAssociation of Surgeons in Training, London, UK.
John D MasonAssociation of Surgeons in Training, London, UK.
David NottDepartment of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK.
Duncan SpaldingDepartment of Surgery and Cancer, Faculty of Medicine, Imperial College London, London, UK.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

introductionOnline teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated.

methodsAn international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event.

results553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to "articulation" were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups. DISCUSSION: Online teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.

Indexed as

Clinical CompetenceCurriculumFeedbackHumansTeachingMedical educationOnline teachingPractical skills teachingSurgical skillsValidation

Identifiers

PMID35254521
PMCPMC9085701

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.