Objective: The authors sought to evaluate how video-based learning compares to traditional learning method in basic surgical skills.
Design: Prospective, randomized and blinded case-control study.
Setting: Faculty of Medicine, University of Porto.
Participants and methods: Fifty medical students were randomized into two groups: traditional learning (in-person course) and video-based learning. Four sutures were taught to both groups: simple interrupted, cruciate mattress, horizontal mattress and vertical mattress sutures.A first evaluation occurred following the learning sessions, and a retention evaluation was performed two weeks later.Both groups were compared on performance quality (using a modified Objective Structured Assessment of Technical Skills scale (mOSATS)), time to complete the procedure, and participant satisfaction and self-evaluation (using a Likert-like questionnaire). The frequency and duration of autonomous training by the video-based learning group was documented.
Results: Performance quality was similar in the first evaluation, except for the horizontal [25.88 (SD (Standard Deviation) 3.58) vs 28.28 (SD 3.79), p = 0.04] and vertical mattress sutures [24.14 (SD 3.59) vs 28.44 (SD 3.69), p < 0.01], where the video-based learning group got higher mOSATS scores. In the retention evaluation, the video-based learning group demonstrated higher mOSATS ratings.The time spent learning with videos was 45 min longer [median in hours: 2:15:30 (IQR (Interquartile Range) 2:17:44)] than the in-person course duration. Overall, the traditional learning group completed sutures faster (p < 0.01).
Conclusion: Video-based learning may be an effective alternative to traditional teaching of basic surgical skills, in performance quality and retention, offering better resource allocation and cost savings.
Keywords: Basic surgical skills; Surgical education; Teaching methods; Video-based learning; mOSATS.
© 2025 The Authors.