+1 Recommend
0 collections
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      AUDIOVISUAL RESOURCES ON THE TEACHING PROCESS IN SURGICAL TECHNIQUE Translated title: Aplicação de recursos audiovisuais no ensino da técnica operatória


      Read this article at

          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.



          The development of didactic means to create opportunities to permit complete and repetitive viewing of surgical procedures is of great importance nowadays due to the increasing difficulty of doing in vivo training. Thus, audiovisual resources favor the maximization of living resources used in education, and minimize problems arising only with verbalism.


          To evaluate the use of digital video as a pedagogical strategy in surgical technique teaching in medical education.


          Cross-sectional study with 48 students of the third year of medicine, when studying in the surgical technique discipline. They were divided into two groups with 12 in pairs, both subject to the conventional method of teaching, and one of them also exposed to alternative method (video) showing the technical details. All students did phlebotomy in the experimental laboratory, with evaluation and assistance of the teacher/monitor while running. Finally, they answered a self-administered questionnaire related to teaching method when performing the operation.


          Most of those who did not watch the video took longer time to execute the procedure, did more questions and needed more faculty assistance. The total exposed to video followed the chronology of implementation and approved the new method; 95.83% felt able to repeat the procedure by themselves, and 62.5% of those students that only had the conventional method reported having regular capacity of technique assimilation. In both groups mentioned having regular difficulty, but those who have not seen the video had more difficulty in performing the technique.


          The traditional method of teaching associated with the video favored the ability to understand and transmitted safety, particularly because it is activity that requires technical skill. The technique with video visualization motivated and arouse interest, facilitated the understanding and memorization of the steps for procedure implementation, benefiting the students performance.

          Translated abstract


          O desenvolvimento de meios que permitam a completa e repetitiva visibilização de procedimentos cirúrgicos é de grande importância nos dias atuais em função da dificuldade crescente de treinamentos in vivo. Assim, os recursos audiovisuais favorecem a maximização dos recursos vivos usados no ensino, e minimizam os problemas advindos somente com o verbalismo.


          Avaliar a utilização de um vídeo digital como estratégia pedagógica na disciplina de técnica operatória de um curso de medicina.


          Estudo transversal com 48 acadêmicos do terceiro ano de medicina, cursando a disciplina de técnica operatória, divididos em dois grupos com 12 duplas, ambos submetidos ao método convencional de ensino, e um deles também exposto ao método alternativo (vídeo) demonstrando a técnica. Todos realizaram flebotomia no laboratório de experimentação, com avaliação do professor/monitor durante execução. Ao final, responderam a um questionário autoaplicável referente ao método de ensino e realização da técnica.


          A maioria dos que não assistiu ao vídeo levou mais tempo na execução, fez mais questionamentos e necessitou de maior auxílio dos avaliadores. O total dos expostos ao vídeo seguiu a cronologia de execução e aprovou o novo método; 95,83% sentiram-se aptos para repetir o procedimento, e 62,5% daqueles submetidos apenas ao método convencional declararam ter capacidade regular de assimilação da técnica. Em ambos os grupos grande parte mencionou ter dificuldade regular, porém os que não viram o vídeo tiveram maior dificuldade na realização da técnica.


          O método tradicional de ensino associado ao vídeo favoreceu a capacidade de compreensão e transmitiu segurança, sobretudo por ser atividade que requer habilidade técnica. A visibilização da técnica motiva e desperta o interesse, facilita a compreensão e memorização dos passos para a execução do procedimento, beneficiando o desempenho dos acadêmicos.

          Related collections

          Most cited references27

          • Record: found
          • Abstract: found
          • Article: not found

          Teaching suturing and knot-tying skills to medical students: a randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback.

          We carried out a prospective, randomized, 4-arm study including control arm, blinding of examiners to determine effectiveness of computer-based video instruction (CBVI) and different types of expert feedback (concurrent and summary) on learning of a basic technical skill. Using bench models, participants were pre-tested on a suturing and instrument knot-tying skill after viewing an instructional video. The students were subsequently assigned randomly to 4 practice conditions: no additional intervention (control), self study with CBVI, expert feedback during practice trials (concurrent feedback), and expert feedback after practice trials (summary feedback). All participants underwent 19 trials of practice, over 1 hour, in their assigned training condition. The effectiveness of training was assessed both at an immediate post-test and 1 month later at a retention test. Performance was evaluated using both expert-based (Global Rating Scores) and computer-based assessment (Hand Motion Analysis). Data were analyzed using repeated-measures ANOVA. There were no differences in GRS between groups at pre-test. The CBVI, concurrent feedback and summary feedback methods were equally effective initially for the instruction of this basic technical skill to naive medical students and displayed better performance than control (control, 12.71 [10.79 to 14.62]; CBVI, 16.39 [14.38 to 18.40]; concurrent, 16.97 [15.79 to 18.15]; summary, 16.09 [13.57 to 18.62]; P .05). Our study showed that CBVI can be as effective as summary expert feedback in the instruction of basic technical skills to medical students. Thoughtfully incorporated into technical curricula, CBVI can make efficient use of faculty time and serve as a useful pedagogic adjunct for basic skills training. Additionally, our study provides evidence supporting an increased role of summary feedback to effectively train novices in technical skills.
            • Record: found
            • Abstract: found
            • Article: found
            Is Open Access

            Learning styles of medical students, general surgery residents, and general surgeons: implications for surgical education

            Background Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. Methods The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. Results A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p < 0.03) from the converging learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. Conclusions We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.
              • Record: found
              • Abstract: found
              • Article: not found

              Postgame analysis: using video-based coaching for continuous professional development.

              The surgical learning curve persists for years after training, yet existing continuing medical education activities targeting this are limited. We describe a pilot study of a scalable video-based intervention, providing individualized feedback on intraoperative performance.

                Author and article information

                Arq Bras Cir Dig
                Arq Bras Cir Dig
                Arquivos Brasileiros de Cirurgia Digestiva : ABCD = Brazilian Archives of Digestive Surgery
                Colégio Brasileiro de Cirurgia Digestiva
                Oct-Dec 2015
                Oct-Dec 2015
                : 28
                : 4
                : 234-238
                Evangelic Faculty of Paraná Medical School and Postgraduate Program in Principles of Surgery, Curitiba, PR, Brazil
                Author notes
                Correspondence: Guilherme Luiz Lenzi Pupulim E-mail: gllpupulim@ 123456gmail.com

                Conflicts of interest: none


                This is an open-access article distributed under the terms of the Creative Commons Attribution License

                Page count
                Figures: 3, Tables: 1, Equations: 0, References: 16, Pages: 5
                Original Article

                medicine,teaching,education, medical, undergraduate,audiovisual aids,surgical procedures,operative


                Comment on this article