Evidence map›Paper›PMID 40607123›Full record

ArticleSurgery open science2025

The impact of online teaching curricula on undergraduate basic surgical skills acquisition.

Devansh Tandon, Ayush Gupta, Rhianna Patel, Anushka Shukla, Saran Singh Gill, Rhea Elise Patel, Keshav Krishnan, Bishoy Yassa, Shivansh Tandon, Amar Rai and 2 more

Abstract read
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In one paragraph

Article in Surgery open science, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–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

2 citing papers in PubMed.

  1. Observational
  2. Article
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

12 authors.

Devansh TandonUniversity College London Medical School, University College London, London, UK.
Ayush GuptaUniversity College London Medical School, University College London, London, UK.
Rhianna PatelUniversity College London Medical School, University College London, London, UK.
Anushka ShuklaImperial College London School of Medicine, Imperial College London, London, UK.
Saran Singh GillImperial College London School of Medicine, Imperial College London, London, UK.
Rhea Elise PatelImperial College London School of Medicine, Imperial College London, London, UK.
Keshav KrishnanLeeds Medical School, University of Leeds, Leeds, UK.
Bishoy YassaBarts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK.
Shivansh TandonGKT School of Medicine, King's College London, London, UK.
Amar RaiImperial College Healthcare NHS Trust, London, UK.
Matt BoalThe Griffin Institute, Northwick Park and St Mark's Hospital, London, UK.
Nader FrancisThe Griffin Institute, Northwick Park and St Mark's Hospital, London, UK.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Despite the growing use of online teaching in medical education, undergraduate surgical skills training remains predominantly face-to-face, with limited structured curricula and resources. Consequently, many students lack confidence performing basic procedures independently. While online programmes offer a potential alternative, comparative evidence is limited. This service evaluation assessed the effectiveness of online surgical skills teaching on student skill acquisition and confidence. Methods: Medical students who participated in five UK national surgical skills programmes between 2022 and 2024 were selected, having received either online or face-to-face instruction. Skill acquisition was measured using the Objective Structured Assessment of Technical Skills (OSATS) tool and confidence was measured pre- and post-training via a Likert scale. Non-parametric data were analysed using the Mann-Whitney Results: Of 133 participants, 82 received online and 51 face-to-face training. Fifty-six percent were in their first or second year of study. No significant differences were found in continuous ( Conclusion: This study demonstrates that online surgical skills teaching is as effective as face-to-face methods, with both positively impacting skill acquisition and confidence. A hybrid approach, integrating online and face-to-face teaching, could optimise learning by combining the scalability of online instruction with essential practical experience, enhancing medical students' confidence and technical proficiency in surgical skills.

Identifiers

PMID40607123
PMCPMC12213259

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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.