Examining the Learning Outcomes of Multimedia-Assisted Instruction in Surgical Training for Medical Students
DOI:
https://doi.org/10.56294/mw2023108Keywords:
Multimedia, SurgicalTraining, Synthetic Skin Flap, Medical Students, Complex Surgical ProceduresAbstract
Surgical training has traditionally relied on hands-on experience with cadavers or animal models; however, these methods have limitations, leading to the exploration of synthetic and virtual reality models as alternatives. Multimedia-assisted instruction has emerged as a promising approach for teaching complex surgical procedures, such as the design and construction of synthetic skin flaps.A total of 126 volunteer of final-year medical students were distributed at random to two groups: a control group (Ctrl grp) (n=63), which studied a text-based article, and a test group (Test grp) (n=63), which used multimedia software to learn how to create a rhomboid synthetic skin flap. Both groups then performed a synthetic skin flap procedure on a training bench model. IBM SPSS Statistics 25.0 was used to do the statistical analysis, with paired t-tests to contrast pre-and post-test results, and independent t-tests to compare the performance among the two groups. Test grp demonstrated significantly better performance, with higher objective checklist scores, global assessments, procedural accuracy, time taken to complete the procedure, and confidence levels in performing the procedure (p < 0.05), contrasted to the Ctrl grp.Multimedia-assisted instruction significantly enhances both subjective and objective learning outcomes in surgical training for medical students, particularly when using synthetic skin flap models. These findings support the adoption of multimedia tools for teaching complex surgical procedures.
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Copyright (c) 2023 Rajesh Kumar Lenka, Manashree Mane, Keshav (Author)
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