gms | German Medical Science

4th Research in Medical Education (RIME) Symposium 2015

19.03-21.03.2015, München

Experience with Video-Based Self Control in surgical education: An innovative but technically demanding concept

Meeting Abstract

  • corresponding author presenting/speaker Constanze Sänger - Universitätsklinikum Jena, Klinik für AVGC, Experimentelle Transplantationschirurgie, Jena, Germany
  • author Uta Dahmen - Universitätsklinikum Jena, Klinik für AVGC, Experimentelle Transplantationschirurgie, Jena, Germany
  • Claudia Schindler - Universitätsklinikum Jena, Klinik für AVGC, Experimentelle Transplantationschirurgie, Jena, Germany
  • Utz Settmacher - Universitätsklinikum Jena, Klinik für AVGC, Jena, Germany
  • Olaf Dirsch - Klinikum Chemnitz gGmbH, Institut für Pathologie, Chemnitz, Germany

4th Research in Medical Education (RIME) Symposium 2015. München, 19.-21.03.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. DocS2B3

doi: 10.3205/15rime26, urn:nbn:de:0183-15rime266

Veröffentlicht: 12. März 2015

© 2015 Sänger et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen. Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden. Lizenz-Angaben siehe http://creativecommons.org/licenses/by-nc-nd/3.0/.


Gliederung

Text

Introduction: Teaching and learning surgical skills is frequently taking place in skills labs or practical courses. The learning process depends on the interaction with the experienced tutor. The key feature of our concept is the video and image-documentation of each exercise as a basis for self-analysis of process- and result-quality following the principles of PDCA-cycle. The aim of this study was to evaluate potential and limitations of the video-documentation and subsequent analysis of each exercise.

Methods: Every student was asked to videotape his/her performance during each exercise and photo-document his/her result using their own smartphone or Tablet-PC. The students were instructed to perform a detailed criteria-based analysis of their process- and result-quality. They were asked to upload their results into a digital-platform for later evaluation by the instructors. Persistence of the learning effect was assessed during a test 6-12 weeks after the course. Students experience with this concept was evaluated in an open feedback discussion and by an online survey.

Results: The new teaching concept was applied from 2011-2014 in a practical course with totally 119 students. Result-quality was very high and long-lasting. The process-quality was more difficult to achieve. The oral feedback (119/119) revealed that all students were satisfied with their learning increase. The photo-documentation compliance reached 98% (117/119) from the beginning. The video-recording compliance increased in parallel with the increasing availability of smartphones and Tablet-PCs and reached 100% in the last class. The compliance to work with the videos was related to the ease of use. Students were principally willing to upload their documentation and video into an electronic platform, but realization was dependent on the ease-of-use.

Discussion: The new teaching concept is highly effective and leads to a long lasting learning effect. It is principally well accepted by the students. Implementation would strongly benefit from standardized technical-equipment and an easy-to-use high-volume-electronic-platform for an interactive evaluation.