Table 2.
Effectiveness of teaching of basic surgical skills for medical students by online courses
| Author | Year | St No | St level | Curriculum | Outcomes |
|---|---|---|---|---|---|
| Xeroulis | 2007 | 60 | Grade 1 | Teach suturing and knot-tying with online interactive video demonstration | No significant difference on skill rating between group of interactive video demonstration and group of expert feedback |
| McGann | 2020 | 86 | Grade 3,4 |
1. Learn to identify instrument, to suture and to tie knots by video instruction 2. Practice by themselves and upload video recording what they did to peers and instructors 3. feedback of instructors by video conference |
Nearly all students met their course objectives and significantly increased their confidence |
| Co | 2021 | 33 | Final year | Online demonstration of tutors and online hands-on practice of students for incision, suture and knot-tyingr | No significant difference in global rating scale for technique skills between online group and face-to-face group |
| Quaranto | 2021 | 31 | Grade 3 | Interactive remote sessions on surgical instruments, knot tying and suturing techniques | Significant increase in confidence score on knot tying (7.9 +/− 0.7 ➔ 9.7 +/− 0.9, p = 0.03) and suturing (8.0 +/− 1.3 ➔ 13.8 +/− 0.9, p < 0.001) |
| Handaya | 2021 | 89 | NA | Tutorial video combined with online class for teaching knot-tying |
1.pre-online class: the students watching pre-class video got higher score for knot tying (10.9 +/− 1.8 vs 7.5 + /− 1.7 p = 0.000) 2.post-online class: no significant difference of scores for tying (11.2 +/− 1.5 vs 10.9 +/− 2.0 p = 0.706) |
St No Student number