Learning how to suture: Should learners observe a demonstration of someone who is experienced or inexperienced to improve their own performance?
Portia Kalun1, Ranil Sonnadara2
1Department of Psychology, Neuroscience & Behaviour, McMaster University, 1280 Main Street West, Hamilton, Ontario, L8S 4L8, Canada; Office of Education Science, Department of Surgery, McMaster University, A. N. Bourns Science Building Room 131, 1280 Main Street West, Hamilton, Ontario, L8S 4L8, Canada; Holland Bone & Joint Program, Sunnybrook Research Institute, 2075 Bayview Ave, Toronto, Ontario, M4N 3M5, Canada.
Background:
We explored the influence of observing experienced or inexperienced demonstrators on a learner's own performance of a simple, interrupted suture.
Methods:
Participants without suturing experience observed videos of an experienced or inexperienced demonstrator suturing, rated the performance, and then practiced the task; this was repeated twice more. Suturing performance was rated using a modified Objective Structured Assessment of Technical Skills (OSATS). We calculated participants' accuracy in rating the demonstrator's performances. Data were analyzed using mixed model analyses of variance (ANOVAs) and pairwise t-tests.
Results:
Participants who observed the experienced demonstrator significantly improved their suturing performance. Participants who observed the inexperienced demonstrator became significantly more accurate at rating the demonstrator's performance.
Conclusions:
Learners who are new to suturing can improve their suturing performance through observation of an experienced demonstrator and physical practice. While the experiment itself was conducted in-person, learners could engage in this method of learning remotely.
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