BackgroundEducational videos are a potent resource for the learning of surgical skills
among different study cohorts. However, there is limited evidence on the
effectiveness of different educational video interventions and their
features.MethodsA systematic search of MEDLINE (via PubMed), Embase (via OVID), Cochrane
libraries and Clinicaltrials.gov was performed from inception to 28/02/21.
Studies included were not limited by date of publication, studies aiming to
assess the impact of video-based interventions in the direct acquisition of
surgical skill were included. Eligible studies were analysed based on study
type, type of video intervention, method of assessment and period of
education. The educational impact of the studies was also assessed as per
Messick’s framework for testing validity of evaluation methods and
McGhagie’s model for analysing translational outcomes.Results22 studies were deemed suitable for inclusion, of which 14/22 (63.6%)
demonstrated a significant improvement in knowledge/skills following the
video-based teaching interventions, 3/22 (13.6%) studies demonstrated an
improvement in trainee satisfaction scores. A recurrent limitation of the
included studies was the lack of validation of selected assessment methods.
None of the included studies scored on all 5 parameters of validity as
defined by Messicks validity framework. Furthermore, none of the included
trials were conducted for long enough to indicate direct changes to patient
outcomes resultant from educational methods.ConclusionVideo-based surgical education is effective in learning surgical skills
within different levels of surgical training; however, superior study
quality and follow-up is required to determine which aspects of video-based
interventions are most impactful.