MP51-11 UTILIZATION OF A SURGICAL VIDEO CURRICULUM TO AUGMENT RESIDENT LEARNING

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment I1 Apr 2017MP51-11 UTILIZATION OF A SURGICAL VIDEO CURRICULUM TO AUGMENT RESIDENT LEARNING Wayne Brisbane, Marc Rogers, Kevin Ostrowski, Robert Sweet, Hunter Wessells, and Thomas Walsh Wayne BrisbaneWayne Brisbane More articles by this author , Marc RogersMarc Rogers More articles by this author , Kevin OstrowskiKevin Ostrowski More articles by this author , Robert SweetRobert Sweet More articles by this author , Hunter WessellsHunter Wessells More articles by this author , and Thomas WalshThomas Walsh More articles by this author View All Author Informationhttps://doi.org/10.1016/j.juro.2017.02.1620AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookTwitterLinked InEmail INTRODUCTION AND OBJECTIVES Teaching technical skill and transferring technical knowledge is difficult in any surgical residency. This difficulty is intensified for residents due to surgical complexity, clinical responsibilities, and duty hour restrictions. As a result, surgeries must be performed multiple times by residents in order to learn the nuances and pitfalls of the procedure. To gain the most from each surgical opportunity, efficient and thorough preparation is required by each resident. We theorize that a surgical video curriculum is an efficient way for residents to prepare for cases, augment intraoperative learning, and will be a resource as they expand beyond residency to independent operating. METHODS To evaluate resident acceptance and utilization of a surgical video curriculum, we selected a previously developed instructional video (https://youtu.be/6DcyLCE23AY) on vasectomy and compared this to a widely available book chapter on the same subject from Hinman's Atlas of Urologic Surgery, Third Edition by Joseph A. Smith. Twenty-one residents and visiting sub-interns from the University of Washington and Virginia Mason Hospital were randomized to receive either a video or chapter, 24 hours prior to a normally scheduled lecture on male fertility. Residents were given a survey and 5 point quiz based on AUA guidelines at the time of the lecture to assess resource utilization and knowledge. Responses were evaluated with the Student′s t-test. RESULTS A total of 21 residents and sub-interns were randomized. The survey response rate was 85%. Significantly fewer residents utilized the Hinman's chapter compared to the Video for preparation. The amount of time to utilize the chapter versus the video and the average quiz scores were not significantly different between the two groups. CONCLUSIONS Video resources are an efficient and effective way to disseminate information to residents. Such videos are well suited to surgical instruction, and may be similar in time requirement and teaching efficacy. Residents utilize video preferentially when compared to reading a chapter while balancing a heavy work schedule and operative/conference preparation. We plan to further validate and expand this video library to promote resident learning. © 2017FiguresReferencesRelatedDetails Volume 197Issue 4SApril 2017Page: e697-e698 Advertisement Copyright & Permissions© 2017MetricsAuthor Information Wayne Brisbane More articles by this author Marc Rogers More articles by this author Kevin Ostrowski More articles by this author Robert Sweet More articles by this author Hunter Wessells More articles by this author Thomas Walsh More articles by this author Expand All Advertisement Advertisement PDF downloadLoading ...