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

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.