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Related Concept Videos

Blinding01:11

Blinding

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Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.
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Related Experiment Video

Updated: Jan 18, 2026

Model Surgical Training: Skills Acquisition in Fetoscopic Laser Photocoagulation of Monochorionic Diamniotic Twin Placenta Using Realistic Simulators
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Group-Based Blended Learning for Surgical Skills Training: A Randomized Controlled Study.

Guang Zhang1, Yin Cao1, Xiaozhi Zhao2

  • 1Division of Hepatobiliary and Transplantation Surgery, Department of General Surgery, Nanjing Drum Tower Hospital, The Affiliated Hospital of Medical School, Nanjing University, Nanjing, China.

Journal of Surgical Education
|September 12, 2025
PubMed
Summary
This summary is machine-generated.

An enhanced blended learning model significantly improved medical students' surgical skills compared to traditional training. This approach boosts confidence in skill retention and clinical relevance, better preparing students for practice.

Keywords:
OSCEblended learninggroup-based learningmedical educationsurgical skills training

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Area of Science:

  • Medical Education
  • Surgical Skills Training
  • Blended Learning

Background:

  • Medical students face a competence gap in surgical procedures upon entering clinical practice.
  • Traditional teaching methods may not fully bridge this gap.
  • Innovative educational approaches are needed to enhance surgical skill acquisition.

Purpose of the Study:

  • To evaluate the effectiveness of an enhanced blended learning approach in improving surgical procedural competence among medical students.
  • To compare the outcomes of blended learning with conventional in-person training.
  • To assess student satisfaction and confidence in surgical skills.

Main Methods:

  • A randomized controlled trial involving 63 third-year medical students at Nanjing University School of Medicine.
  • Intervention group: Integrated online-offline curriculum via triad learning groups.
  • Control group: Conventional in-person training. Assessed via OSCE and satisfaction surveys over 3 months.

Main Results:

  • Blended learning group showed significantly higher technical skill performance (p < 0.05), excelling in gowning/gloving, incision/closure, wound care, and anastomosis.
  • No significant difference in surgical hand scrub proficiency (p = 0.095).
  • Blended learning participants reported higher confidence in skill retention (p = 0.03) and perceived clinical relevance (p = 0.01), with comparable overall satisfaction.

Conclusions:

  • The enhanced blended learning model significantly improves surgical skill acquisition compared to traditional methods.
  • Small-group collaborative learning within the blended model is key to its effectiveness.
  • This approach better prepares students for clinical application of surgical techniques while maintaining learner satisfaction.