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Computer-assisted learning versus a lecture and feedback seminar for teaching a basic surgical technical skill

D A Rogers1, G Regehr, K A Yeh

  • 1Department of Surgery, Medical College of Georgia, Augusta 30912-4070, USA.

American Journal of Surgery
|June 30, 1998
PubMed
Summary
This summary is machine-generated.

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Computer-assisted learning (CAL) and lecture/feedback seminars (LFS) equally teach surgical knot tying skills. However, LFS resulted in higher performance quality due to its feedback component.

Area of Science:

  • Medical Education
  • Surgical Training
  • Educational Technology

Background:

  • Advancements in computer technology enable computer-assisted learning (CAL) for surgical skill acquisition.
  • This study evaluates CAL against traditional lecture and feedback seminar (LFS) methods for basic surgical skill training.

Purpose of the Study:

  • To prospectively compare the efficacy of CAL versus LFS in teaching a fundamental surgical skill.

Main Methods:

  • Eighty-two freshman medical students were randomized into CAL or LFS groups for 1 hour to learn square knot tying.
  • Performance was assessed via blinded, videotaped analysis of knot quality, time, and overall score.

Main Results:

  • No significant difference was found in the proportion of students successfully tying a square knot or the time taken.

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  • The CAL group demonstrated significantly lower quality of performance compared to the LFS group (P <0.0001).

    • Conclusions:

    • Both CAL and LFS effectively imparted cognitive knowledge for the surgical skill.
    • CAL, in this model, did not lead to equivalent skill proficiency, likely due to a lack of individualized feedback.