Comparative evaluation of multimedia driven, interactive, and case-based teaching in heart surgery.

Area of Science:

• Medical Education
• Surgical Training
• Cardiovascular Surgery

Background:

• Multimedia-augmented instruction is common in heart surgery.
• Evidence on effective instructional techniques and media for knowledge application in the operating room is limited.

Purpose of the Study:

• To compare the effectiveness of interactive, case-based teaching (ICBT) with systematic multimedia modules (SMM) and print media (PM) for aortic valve replacement training.

Main Methods:

• Sixty-nine students underwent ICBT, compared to historic controls using SMM (n=69) and PM (n=57).
• Psychometric tests evaluated motivation and computer knowledge. Pretests, posttests, and live surgery performance assessments were conducted.

Main Results:

• Posttest scores were comparable across all groups.
• ICBT and SMM groups showed significantly better performance during live surgery compared to the PM group.
• The ICBT group reported lower motivation and higher challenge, with poorer didactic assessment.

Conclusions:

• For novice heart surgery trainees, ICBT is less motivating and does not enhance operating room performance compared to SMM and PM.
• Both multimedia (SMM) and print media (PM) facilitate better knowledge application during live surgery.
• Print media is as effective as multimedia for retaining factual knowledge in surgical education.