Video-Based Microsurgical Education versus Stationary Basic Microsurgical Course: A Noninferiority Randomized...

Area of Science:

• Medical Education
• Surgical Skills Training
• Microsurgery

Background:

• Repetitive training is crucial for developing microsurgical proficiency.
• Comparing stationary courses with tutor supervision against self-learning using digital materials is essential.
• Hypothesis: Video-based training yields non-inferior improvement in basic microsurgical skills.

Purpose of the Study:

• To compare the efficacy of two distinct learning methods for basic microsurgical skills.
• To evaluate if self-directed learning via digital resources is as effective as supervised training.
• To assess the non-inferiority of video-based microsurgical training.

Main Methods:

• Prospective study with 80 participants lacking prior microsurgical experience.
• Randomized groups: control (tutor supervision) and intervention (online videos, no supervision).
• Skills assessed via end-to-end anastomosis (MARS10) and six-stitch test on latex, evaluated by blinded experts.

Main Results:

• 77 participants completed the 4-day course; baseline scores were similar between groups.
• Both groups demonstrated statistically significant improvements in microsurgical skills (MARS10).
• Self-learning via digital resources showed non-inferior skill improvement compared to supervised training in the initial stage.

Conclusions:

• Initial-stage video-based microsurgical training provides comparable skill improvement to instructor-led training.
• Digital instructional materials offer a viable alternative for foundational microsurgical skill acquisition.
• This supports the effectiveness of accessible, self-directed learning methods in microsurgery education.