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This prospective study compared the effect of traditional versus video-based education in gynecologic surgery on cognitive and surgical skills performance among millennial medical trainees and evaluated the impact of individual learning preference on performance. Residents and medical students in their OBGYN rotation at an urban university-hospital were recruited and assigned to either traditional training (TT) or video-based training (VBT) for teaching of skills needed for total laparoscopic hysterectomy. Pre- and post-intervention knowledge and skills assessments were performed. Subjects’ learning preference was evaluated with the validated VARK© questionnaire. VBT and TT change in knowledge and skills assessment scores was compared, and the relationship between learning preference and assessment scores was compared. 120 medical students (n=59 VBT v. n=61 TT) and 24 residents (n=12 per group) participated. Compared with TT, the VBT group had greater improvement in knowledge assessment scores and higher scores on the skills assessment. Among medical students, as visual and auditory learning preference increased, there was an improvement in knowledge assessment scores (visual p=0.04, CI 0.01-0.49, auditory (p=0.04, CI 0.01 -0.56). Among residents, as auditory learning preference increased, change in skills assessment score increased (p=0.03, CI 0.08-1.34). Based on these results, video-based teaching may be an effective educational tool in gynecologic surgery. Cognitive and skills-based performance may be enhanced among individuals with visual and/or auditory learning preferences.
The purpose of the study is to compare the effect of traditional versus video-based education in gynecologic surgery on task-specific cognitive and surgical skills performance, and to evaluate the impact of individual learning preference on performance among OBGYN medical students and residents.
1. To compare the effect of traditional vs. video-based education in gynecologic surgery on task-specific cognitive and psychomotor skills performance among millennial trainees.
2. To evaluate the impact of individual learning preference on both task-specific cognitive and psychomotor skills performance among millennial trainees.
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