Standardized Educational Videos of Laparoscopic Gynecological Surgeries

Overview

Owing to coronavirus disease-related social distancing requirements, online education has gained prominence. Surgical trainers consider online videos as a useful teaching aid that maximizes trainees' learning and skill development given the backdrop of time constraints and productivity demands, however, online videos usually do not undergo a peer-review process. Based on these premises the LAP-VEGaS guidelines (LAParoscopic surgery Video Educational GuidelineS), a recommended checklist for production of educational surgical videos, were developed. This study aime to evaluate the impact of educational videos of laparoscopic gynecological surgeries, that were standardized with the LAP-VEGaS, for the improvement of surgical confidence and performance of surgical trainees.

Introduction Owing to coronavirus disease-related social distancing requirements, online education has gained prominence. Surgical trainers consider online videos as a useful teaching aid that maximizes trainees' learning and skill development given the backdrop of time constraints and productivity demands. YouTube has become the most commonly used online resource for educational material among residents, however, online videos usually do not undergo a peer-review process. Moreover, recent studies questioned the educational quality of YouTube laparoscopic hysterectomy videos. Based on these premises the LAP-VEGaS guidelines (LAParoscopic surgery Video Educational GuidelineS), a recommended checklist for production of educational surgical videos, were developed by an international, multispecialty, joint trainers-trainees committee aiming to reduce the gap between surgeons' expectations and online resources' quality. The LAP-VEGaS VAT is considered valid and practical tool for assessing online laparoscopic operation videos. It assesses nine items. Every item scoring from 0 (item not presented in the video) to 2 (item extensively presented in the video) with a total marking score ranging from 0 to 18. Studies have reported highly accurate in identifying and selecting videos for acceptance for conference presentation and publication, with high level of internal consistency and generalizability. However, the question of how effectively standardized videos serve as quality influencing educational material remains unanswered. Additionally, date regarding its implication in gynecological laparoscopic interventions is limited. Due to the aforementioned the aim of this study is to evaluate the impact of educational videos of laparoscopic gynecological surgeries, that standardized with the LAP-VEGaS, for the improvement of surgical confidence and performance of surgical trainees. Material and Methods: This a prospective study including residents at the beginning of gynecology round in two medical centers. Educational video tutorials of gynecological laparoscopic surgeries (Hysterectomy, Bilateral salpingo-oophorectomy (BSO), Bilateral salpingectomy) will be prepared following the LAP-VEGaS VAT standardization. Residents in only one medical center will be asked to view the study educational videos (Study group). Residents in the other medical center will not receive the prepared video tutorials and will be free to use other modalities (Controls). Both groups will complete pre-operative questionnaire regarding their subjective self-evaluation of confidence in the stages of the procedures, instrumentation used, anatomy, potential risks and methods to control them. Additional post-operative questionnaire regarding performance during operation, familiarity with operative stages, anatomy and participants will be completed by the senior surgeon evaluating the resident and by all residents participating in the study. Data regarding residents' characteristics will be collected. Groups will be compared for differences in subjective confidence before surgery, performance during surgery and satisfaction rate.