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Volume 19, Issue 1 (2026)
J Med Edu Dev 2026, 19(1): 12-19 |
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Zengin A, Ulfanov O, Bag Y M, Angin Y S, Ulas M. Effectiveness of video-assisted vs. face-to-face learning in surgical knot-tying skills: a randomized controlled pilot study. J Med Edu Dev 2026; 19 (1) :12-19
URL: http://edujournal.zums.ac.ir/article-1-2496-en.html
URL: http://edujournal.zums.ac.ir/article-1-2496-en.html
1- Department of Gastrointestinal Surgery, Eskisehir Osmangazi University, Eskisehir, Turkey , dr.akile.zengin@gmail.com
2- Department of General Surgery, Eskisehir Osmangazi University, Eskisehir, Turkey
3- Department of General Surgery, Ankara Training and Research Hospital, Ankara, Turkey
4- Department of Gastrointestinal Surgery, Eskisehir Osmangazi University, Eskisehir, Turkey
2- Department of General Surgery, Eskisehir Osmangazi University, Eskisehir, Turkey
3- Department of General Surgery, Ankara Training and Research Hospital, Ankara, Turkey
4- Department of Gastrointestinal Surgery, Eskisehir Osmangazi University, Eskisehir, Turkey
Abstract: (327 Views)
Background & Objective: In contemporary medical education, the shortage of instructors for basic skills training has led to a growing shift toward alternative instructional methods, among which video-based training is a notable approach. This study compared the results of Face-to-Face Learning (FtFL) and Video-Assisted Learning (VAssL) in the acquisition of surgical skills by medical students.
Materials & Methods: Our study was a prospective, single-blinded, randomized controlled pilot trial. 32 medical students were randomly allocated 1:1 to FtFL (n = 16) or VAssL (n = 16) using computer-generated random numbers and sealed opaque envelopes to ensure allocation concealment. The primary outcome was knot-setting success. Secondary outcomes included hand movement proficiency and the number of knots tied per minute. All assessments were performed using a structured scoring table by two blinded assessors.
Results: The mean number of knots tied per minute was 10.97 ± 4.13, and the median knot score was 4 (3–5), with no significant difference between groups (p = 0.476, p = 0.306, respectively). Over 90% of participants succeeded in hand movements, except for knot setting, which had a 65.6% success rate overall. The FtFL group showed significantly higher success in knot setting compared to the VAssL group (93.8% vs. 37.5%, p = 0.002, Cohen’s d = 1.60) and superior hand movement proficiency (median 5 )5–5(vs. 4 )4–5(, p = 0.001).
Conclusion: Face-to-face learning is more beneficial than video-assisted learning for correcting deficiencies and mistakes in medical students' acquisition of surgical skills.
Materials & Methods: Our study was a prospective, single-blinded, randomized controlled pilot trial. 32 medical students were randomly allocated 1:1 to FtFL (n = 16) or VAssL (n = 16) using computer-generated random numbers and sealed opaque envelopes to ensure allocation concealment. The primary outcome was knot-setting success. Secondary outcomes included hand movement proficiency and the number of knots tied per minute. All assessments were performed using a structured scoring table by two blinded assessors.
Results: The mean number of knots tied per minute was 10.97 ± 4.13, and the median knot score was 4 (3–5), with no significant difference between groups (p = 0.476, p = 0.306, respectively). Over 90% of participants succeeded in hand movements, except for knot setting, which had a 65.6% success rate overall. The FtFL group showed significantly higher success in knot setting compared to the VAssL group (93.8% vs. 37.5%, p = 0.002, Cohen’s d = 1.60) and superior hand movement proficiency (median 5 )5–5(vs. 4 )4–5(, p = 0.001).
Conclusion: Face-to-face learning is more beneficial than video-assisted learning for correcting deficiencies and mistakes in medical students' acquisition of surgical skills.
Keywords: surgical education, knot-tying, face-to-face learning, video-assisted learning, medical students, psychomotor skills
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/06/4 | Accepted: 2025/11/29 | Published: 2026/01/1
Received: 2025/06/4 | Accepted: 2025/11/29 | Published: 2026/01/1
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