TABLE.
Study Characteristics
| Study | Study Design | Participants (n) | Practical Skill | Study Groups | Assessment-Time Point (TP)-Outcome Measure (OM) | Results | Risk of Bias |
|---|---|---|---|---|---|---|---|
| Co et al. 202119Hong Kong | Prospective case control study | Medical students (62) | Basic surgical skills (linear incision, suturing, knot tying) | 1. Web based surgical skills learning 2. Face-to-face learning |
TP: 3 weeks after intervention OM: Modified OSATS |
There was no significant difference between the case and control group in the clinical competency assessment (p=1). | Low |
| Nathan et al. 202124UK | Randomized controlled trial | Medical students (72) | Basic surgical skills (3x interrupted sutures, knot tying) | 1. Virtual classroom training (VCT) 2. Face-to-face (FTF) 3. Non-interactive computer based learning (CBL) |
TP: immediately before and after intervention OM: OSATS |
All groups produced a significant positive improvement in proficiency from baseline to post-intervention. VCT was non-inferior to FTF. VCT was superior to CBL. FFT was superior to CBL. |
Low |
| Chien et al. 201523 USA |
Randomized controlled trial | Medical students (36) | Laceration repair | 1. Self-directed video-based learning (VBL) 2. Live workshop learning (LWL) |
TP: 7 and 77 days after intervention OM: Suture task checklist |
There was no difference in suturing proficiency between the VBL and LWL group at day 7 (p=0.549) and day 77 (p=0.8979). | Low |
| Lwin et al. 201726Myanmar | Randomized controlled trial | Medical students (50) | Basic surgical skills (suturing, knot tying) | 1. Self-directed interactive video-based learning (VBL) 2. Instructor-led teaching (ILT) |
TP: immediately after intervention OM: OSATS |
Mean OSATS scores increased significantly from pre- to post-intervention in both groups (p<0.001). There was not a significant difference in post-intervention scores between the VBL and ILT groups. |
Low |
| Autry et al. 201327Uganda | Case control study | Interns (18) | Basic surgical skills (knot tying) | 1. Video teaching session 2. Face-to-face instruction |
TP: before and 2 weeks after intervention OM: OSATS |
Score improvement of 50%+ was achieved in 75% of the video teaching group compared to 14% of the control group (p=0.04). | Low |
| Bochenska et al. 201828USA | Randomized controlled trial | Medical students (50) | Basic surgical skills (knot tying) | 1. Expert video (EV) 2. Standard curriculum (no video) (SC) |
TP: day 2 of clerkship (education session on day 1) and end of week 4 OM: modified OSATS |
There was a significant increase in student performance on knot-tying for both groups from pre- and post-intervention (EV: p=0.004, SC: p<0.001). | Low |
| de Sena et al. 201322Brazil | Randomized controlled trial | Medical students (50) | Limberg rhomboid flap | 1. Computer-assisted learning (CAL- laptop with multimedia) 2. Text-based education (standard print article) |
TP: immediately after intervention OM: OSATS | The computer-assisted learning (CAL) group had superior performance to the text-based education group as confirmed by checklist scores (p<0.002), overall global assessment (p=0.017) and post-test results (p<0.001). | Low |
| Tejos et al. 202018Chile | Randomized controlled trial | Medical students (130) | Basic surgical skills (suturing) | 1. Video-guided learning 2. Peer feedback 3. Expert feedback |
TP: immediately before intervention and after final training session (4 weeks later) OM: OSATS |
Post-assessment results of the peer-feedback and expert feedback groups were significantly superior to the video-guided learning group in OSATS scores (p<0.05). | Low |
| Xeroulis et al. 200717Canada | Randomized controlled trial | Medical students (60) | Basic surgical skills (suturing, knot-tying) | 1. Control (no additional intervention) 2. Self-study with computer-based video instruction (CBVI) 3. Expert feedback during practice trials (concurrent feedback) 4. Expert feedback after practice trials (summary feedback) |
TP: immediately before and after intervention and 1-month post-intervention OM: OSATS |
The CBVI and expert feedback groups were equally effective and superior to the control group immediately post-intervention (p<0.001). However, only the CBVI and summary feedback groups retained superiority over the control at one-month post-intervention (p=0.037). | Low |
| Shippey et al. 201129USA | Randomized controlled trial | Medical students (58) | Basic surgical skills (subcuticular suturing) | 1. Self-directed practice with instructional video 2. Practice with expert supervision 3. Independent practice |
TP: immediately before and after intervention and then 1-week post-intervention OM: Modified OSATS |
The video-assisted (1) and expert-supervised group (2) had a significant increase from pre- to post-test measures, with a mean score increase of 3.59 (p=0.005) and 3.06 (p=0.002) respectively. When examining change from pre-test to retention performance, only the video-assisted group (1) showed a significant positive change (p=0.001) with a mean score increase of 3.67. |
Low |
| Pilieci et al. 201825Canada | Randomized controlled trial | Medical students (129) | Basic surgical skills (sterile surgical technique) | 1. Control (nurse educator-led skill demonstration) 2. Video education |
TP: immediately after intervention OM: 30-item multiple-choice test |
The video-based education group had significantly superior scores compared to the control group (88% ± 1% versus 72% ± 1%; p<0.0001). | Low |