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Personalized Video Feedback and Repeated Task Practice Improve Laparoscopic Knot-Tying Skills: Two Controlled Trials
Eduardo F Abbott1, Whitney Thompson, T K Pandian
1E.F. Abbott is a simulation fellow, Mayo Clinic Multidisciplinary Simulation Center, Mayo Clinic College of Medicine, Rochester, Minnesota, and adjunct instructor of internal medicine, Department of Internal Medicine, Escuela de Medicina, Pontificia Universidad Catolica de Chile, Santiago, Chile; ORCID: http://orcid.org/0000-0001-5713-4809. W. Thompson is a medical student, University of Minnesota Medical School, Minneapolis, Minnesota. T.K. Pandian is a resident, Department of Surgery, Mayo Clinic College of Medicine, Rochester, Minnesota. B. Zendejas is a pediatric surgery fellow, Boston Children's Hospital, Harvard Medical School, Boston, Massachusetts. D.R. Farley is professor of surgery and consultant, Department of Surgery, Mayo Clinic College of Medicine, Rochester, Minnesota. D.A. Cook is professor of medicine and professor of medical education; research chair, Mayo Clinic Multidisciplinary Simulation Center; director of research, Office of Applied Scholarship and Education Science; and Consultant in the Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota; ORCID: http://orcid.org/0000-0003-2383-4633.
Personalized video feedback significantly improved laparoscopic knot-tying skills and reduced perceived workload in surgical trainees compared to task demonstration. Repeated practice sessions enhanced skill acquisition and retention.
Area of Science:
- Medical Education
- Surgical Skills Training
- Human Factors Engineering
Background:
- Laparoscopic surgery requires specialized psychomotor skills.
- Effective training methods are crucial for developing surgical proficiency.
- Assessing and improving trainee performance and managing cognitive load are key challenges.
Purpose of the Study:
- To compare personalized feedback (PF) versus task demonstration (TD) via video for laparoscopic knot-tying skills.
- To evaluate the impact of both feedback methods on perceived workload.
- To determine the effect of repeated practice on skill acquisition and retention.
Main Methods:
- General surgery trainees underwent four repetitions of a simulated laparoscopic knot-tying task over one month.
- Participants received either TD or PF videos between practice sessions.
- Performance scores and NASA Task Load Index (NASA-TLX) were measured.
- Skill retention was assessed via a delayed test and compared to historical controls.
Main Results:
- Personalized feedback led to significantly greater improvements in performance scores compared to task demonstration.
- Trainees receiving personalized feedback reported a significantly reduced perceived workload.
- Trainees with repeated practice scored higher on a delayed retention test than historical controls.
Conclusions:
- Personalized video feedback is more effective than task demonstration for improving laparoscopic knot-tying skills and reducing workload.
- Regular, brief practice sessions contribute to skill acquisition and long-term retention.
- This study highlights the value of tailored feedback in surgical education.
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