M. B. Alameddine1, M. Englesbe1, S. Waits1 1University Of Michigan,Surgery,Ann Arbor, MI, USA
Introduction: For senior medical students pursuing careers in surgery, specific technical feedback is critical for developing foundational skills in preparation for residency. This pilot study seeks to assess the feasibility of a video-based coaching intervention to improve the suturing skills of fourth year medical students.
Methods: Fourth-year medical students pursuing careers in surgery were randomized to intervention vs. control groups and completed two video recorded suture tasks. Students in the intervention group received a structured coaching session between consecutive suturing tasks, while students in the control group received no coaching in between suture tasks. Each coaching session consisted of a video review of the students’ first suture task with a faculty member that provided directed feedback regarding technique. Following each suturing task, students were asked to self-assess their performance and provide feedback regarding the utility of the coaching session. All videos were de-identified and graded by an independent faculty member for evaluation of suture technique.
Results: All students who completed the coaching session (n=16) would definitely recommend the session for other students. 94% of the students strongly agreed that the exercise was a beneficial experience, and 75% strongly agreed that it improved their technical skills. Based on faculty grading, those in the control group demonstrated greater average increases in all domains of bimanual dexterity, efficiency, tissue handling, and consistency in between baseline and follow up tasks when compared to the intervention group. Conversely, on student self-assessments, those in the intervention group had greater subjective improvements in all domains of bimanual dexterity, efficiency, tissue handling, and consistency compared to the control group. Subjective, free-response comments centered on themes of becoming more aware of hand movements when viewing their suturing from a new perspective, and the usefulness of the coaching advice.
Conclusion: This pilot study demonstrates the feasibility of a video-based coaching intervention for senior medical students. Students who participated in the coaching arm of the intervention noticed improvements in all domains of technical skill and noted that the experience was overwhelmingly positive. Although greater average improvements were seen in the control group based on faculty assessments, this result may be attributed to coached students trying new skills for the first time after being instructed on technique. In summary, video-based review shows promise as an educational tool in medical education as a means to provide specific technical feedback.
