A. K. Rapp1, M. G. Healy2, M. E. Charlton3, M. E. Rosenbaum4, M. R. Kapadia2 1University Of Iowa,Carver College Of Medicine,Iowa City, IA, USA 2University Of Iowa,Department Of Surgery,Iowa City, IA, USA 3University Of Iowa,College Of Public Health,Iowa City, IA, USA 4University Of Iowa,Department Of Family Medicine,Iowa City, IA, USA
Introduction: In this technology-driven era, medical professionals have instant access to videos of surgical procedures. In addition to reading and peer consultation, a plethora of online videos are available to surgeons preparing for surgical cases. The purpose of this study was to evaluate the surgical preparation methods of medical students, residents, and attending surgeons, with special attention to video usage.
Methods: Anonymous paper surveys were distributed to fourth-year medical students pursuing general surgery, general surgery residents, and attending surgeons in the Department of Surgery at a single academic medical center following IRB approval. Information collected included demographics and surgical preparation methods, focusing on video usage. Participants were questioned regarding frequency and helpfulness of video usage; video sources most utilized; and preferred preparation methods between videos, reading, and peer consultation. Chi-square and Fisher’s exact tests were used to compare learner (medical student and resident) and attending responses.
Results: The overall response rate was 91%, which included 42 leaners and 36 attendings. Residents (n=33) from each clinical year (1-5) were represented, and attending experience ranged from 1-36 years (mean=11 years). 90% of all respondents reported using videos for surgical preparation, with no significant difference between learners (95%) and attendings (83%). The mean video helpfulness rating was 3.5 (range 1-5; 1=not helpful, 5=very helpful). Of respondents who perform laparoscopic procedures (n=60), all used videos, whereas only 55% of those who do not perform laparoscopic procedures used videos (p<0.0001). Regarding surgical preparation methods overall, most learners and attendings reported reading (63% versus 78%, p=NS) and some reported watching videos (64% versus 44%, p=NS); however, attendings more often utilized peer consultation compared to learners (50% versus 24%, p<0.02).
Among the 90% of respondents that reported using videos, the most commonly utilized video source was YouTube (86%). Learners and attendings used different video sources (see Figure): learners used YouTube and the Surgical Council on Resident Education (SCORE) Portal more frequently than attendings (YouTube: 95% versus 73%, p<0.05; SCORE: 25% versus 7%, p<0.05); however, attendings were more likely than learners to use society webpages and commercial videos (society: 67% versus 38%, p<0.03; commercial: 27% versus 5%, p<0.02).
Conclusions: The majority of respondents reported using videos to prepare for surgery and YouTube is the preferred source. Posting surgical videos to YouTube may allow for maximal access to learners who are preparing for surgical cases.
