Active Annotation Versus Passive Review of Operative Videos for Training in Endoscopic Pituitary Surgery: A...

Area of Science:

• Medical Education
• Surgical Training
• Health Professions Education

Background:

• Resident duty-hour restrictions challenge traditional surgical training.
• Limited operative experience can impact resident preparedness for safe surgery.
• Operative video annotation offers a potential risk-free learning environment.

Purpose of the Study:

• To evaluate the impact of video annotation on surgical education.
• To assess the feasibility and acceptability of video annotation in neurosurgical training.
• To compare the effectiveness of active video annotation versus passive video review.

Main Methods:

• A double-blinded, randomized controlled trial involving novice neurosurgical residents.
• Participants were allocated to either operative video annotation (instruments and steps) or passive video review.
• Performance was assessed using knowledge quizzes, simulated surgery on a high-fidelity simulator, and confidence surveys.

Main Results:

• The video annotation group showed significantly greater feasibility, acceptability, and appropriateness.
• Annotation improved procedural and instrument knowledge scores compared to passive review.
• The annotation group demonstrated significant improvement in simulated surgical skills (modified Objective Structured Assessment of Technical Skills).

Conclusions:

• Active video annotation is a feasible and acceptable method for enhancing surgical education.
• It improves knowledge and simulated surgical skills compared to passive video review.
• Further research is needed to determine its impact on operating room performance and patient outcomes.