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Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention
PURPOSE: To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback. METHODS: Fou...
Autores principales: | , , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900196/ https://www.ncbi.nlm.nih.gov/pubmed/38013870 http://dx.doi.org/10.1007/s44186-023-00112-w |
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author | Belmar, Francisca Gaete, María Inés Durán, Valentina Chelebifski, Slavka Jarry, Cristián Ortiz, Catalina Escalona, Gabriel Villagrán, Ignacio Alseidi, Adnan Zamorano, Elga Pimentel, Fernando Crovari, Fernando Varas, Julián |
author_facet | Belmar, Francisca Gaete, María Inés Durán, Valentina Chelebifski, Slavka Jarry, Cristián Ortiz, Catalina Escalona, Gabriel Villagrán, Ignacio Alseidi, Adnan Zamorano, Elga Pimentel, Fernando Crovari, Fernando Varas, Julián |
author_sort | Belmar, Francisca |
collection | PubMed |
description | PURPOSE: To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback. METHODS: Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsupervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In < 72 h, they received expert asynchronous digital feedback. The course had two theoretical stages and five video-based assessments, where trainees performed different suturing exercises. For the assessment, a global (GRS) and specific rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment. RESULTS: Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the final assessment, showing significantly higher scores (p < 0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value = 0.06) and SRS (18.59 vs 19, p value = 0.07). CONCLUSION: It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6 months. |
format | Online Article Text |
id | pubmed-9900196 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-99001962023-02-06 Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention Belmar, Francisca Gaete, María Inés Durán, Valentina Chelebifski, Slavka Jarry, Cristián Ortiz, Catalina Escalona, Gabriel Villagrán, Ignacio Alseidi, Adnan Zamorano, Elga Pimentel, Fernando Crovari, Fernando Varas, Julián Global Surg Educ Original Article PURPOSE: To date, there are no training programs for basic suturing that allow remote deliberate practice. This study seeks to evaluate the effectiveness of a basic suture skills training program and its 6-month skill retention applying unsupervised practice and remote digital feedback. METHODS: Fourth-year medical-student trainees reviewed instructional videos from a digital platform and performed unsupervised practice as needed at their homes. When they felt competent, trainees uploaded a video of themselves practicing the skill. In < 72 h, they received expert asynchronous digital feedback. The course had two theoretical stages and five video-based assessments, where trainees performed different suturing exercises. For the assessment, a global (GRS) and specific rating scale (SRS) were used, with a passing score of 20 points (max:25) and 15 (max:20), respectively. Results were compared to previously published work with in-person expert feedback (EF) and video-guided learning without feedback (VGL). A subgroup of trainees underwent a 6-month skills retention assessment. RESULTS: Two-hundred and forty-three trainees underwent the course between March and December 2021. A median GRS of 24 points was achieved in the final assessment, showing significantly higher scores (p < 0.001) than EF and VGL (20.5 and 15.5, respectively). Thirty-seven trainees underwent a 6-month skills retention assessment, improving in GRS (23.38 vs 24.03, p value = 0.06) and SRS (18.59 vs 19, p value = 0.07). CONCLUSION: It is feasible to teach basic suture skills to undergraduate medical students using an unsupervised training course with remote and asynchronous feedback through a digital platform. This methodology allows continuous training with the repetition of quality practice, personalized feedback, and skills retention at 6 months. Springer US 2023-02-06 2023 /pmc/articles/PMC9900196/ /pubmed/38013870 http://dx.doi.org/10.1007/s44186-023-00112-w Text en © The Author(s), under exclusive licence to Association for Surgical Education 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Original Article Belmar, Francisca Gaete, María Inés Durán, Valentina Chelebifski, Slavka Jarry, Cristián Ortiz, Catalina Escalona, Gabriel Villagrán, Ignacio Alseidi, Adnan Zamorano, Elga Pimentel, Fernando Crovari, Fernando Varas, Julián Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention |
title | Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention |
title_full | Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention |
title_fullStr | Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention |
title_full_unstemmed | Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention |
title_short | Taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention |
title_sort | taking advantage of asynchronous digital feedback: development of an at-home basic suture skills training program for undergraduate medical students that facilitates skills retention |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900196/ https://www.ncbi.nlm.nih.gov/pubmed/38013870 http://dx.doi.org/10.1007/s44186-023-00112-w |
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