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Virtual Interactive Surgical Skills Classroom: Protocol for a Parallel-Group, Noninferiority, Adjudicator-Blinded,

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Virtual classroom training (VCT) offers an accessible alternative to traditional face-to-face surgical skills training. This study evaluates VCT

Keywords:
digital educationdigital healtheducationsurgerysurgicalsurgical skillssurgical trainingsuturingtelemedicinevirtual classroomvirtual training

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Area of Science:

  • Surgical Education
  • Medical Simulation
  • Distance Learning

Background:

  • Traditional face-to-face training (FFT) for surgical skills is resource-intensive and inaccessible.
  • Noninteractive computer-based learning is economical but less effective.
  • Virtual classroom training (VCT) offers interactive, distanced expert instruction, potentially improving resource use and accessibility.

Purpose of the Study:

  • To determine if VCT is superior to computer-based learning.
  • To assess if VCT is noninferior to FFT in enhancing basic surgical skills.
  • To evaluate VCT as a viable alternative for surgical skills education.

Main Methods:

  • A randomized controlled trial protocol involving 72 undergraduates from 5 London medical schools.
  • Participants stratified by suturing experience and allocated to VCT, computer-based learning, or FFT.
  • Interrupted suturing with hand-tied knots assessed using Objective Structured Assessment of Technical Skills (OSATS) scores.

Main Results:

  • The primary outcome is the postintervention OSATS score, adjusted for baseline proficiency.
  • The noninferiority margin (δ) will be determined using historical data.
  • Study results will provide quantitative data on VCT's effectiveness.

Conclusions:

  • This study will comprehensively assess VCT's suitability as an alternative to FFT.
  • Findings will guide the development of resource-efficient and accessible virtual surgical skills training.
  • VCT has the potential to enhance surgical education during and beyond the COVID-19 pandemic.