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Sunday, February 26 • 12:45pm - 1:30pm
SUNDANCE - [Oral Presentation] 2. Utilizing Technological Advances to Improve Surgery Curriculum: Experience with a Mobile Application

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1:00-1:15 PM

Utilizing Technological Advances to Improve Surgery Curriculum: Experience with a Mobile Application

C.A. Green, N. Zhao, E. Kim, P. O'Sullivan, H. Chern, University of California, San Francisco
Abstract Body: Introduction: Technology provides opportunity to improve instructional approach. Previously, we published a successful home-video, basic surgical skills curriculum. Unfortunately, implementation required substantial faculty time and resources, and the approach was limited by delayed feedback and technical difficulties with cumbersome recording equipment. To address these limitations we integrated the home-video curricula with a mobile application platform. Our purpose is to describe the format of this application and learner satisfaction. Methods: This mobile application incorporates a patented pedagogical design based on Erikson’s deliberate practice and Bandura’s social learning theory. Within the platform instructors build modules focused on skill acquisition. Each module includes activities at different stages, representing a step-wise approach to learning: Challenge, Peer Review and Recap. In the Challenge phase, learners watch a video of surgical tasks completed by experts. In response, learners upload a video of themselves performing the same task. After submitting their video, learners enter the Peer Review phase where they are randomly assigned peer videos (of the same task) to review. Learners complete three peer video assessments using a grading rubric highlighting essential components for the task. After completion, learners “unlock” the final Recap stage where they receive individual feedback and can review their own videos. Using our basic surgical skills home-video curricula, we created 16 different modules with associated grading rubrics. We then invited 2 different learner groups to participate, graduating medical students and matriculating surgical residents. In addition to use of the mobile application, learners participated in 2-4 lab sessions run by surgical faculty focused on technical skills and completed a final survey about their experience with the platform. Results: In total 50 different learners submitted videos of assigned tasks and completed peer reviews. Learners testified to positive experiences specifically for the Peer Review Stage, structured home practice, ease of mobile access to submit and review videos and ongoing immediate feedback. Over half of the learners reported spending at least 10-30 minutes practicing skills before recording their videos and over 80% re-recorded at least 2 times before submission. Discussion: Based on these findings, learners appreciated the practice and peer feedback. The ability to do these steps was greatly facilitated by the electronic platform. Learners reported motivation to re-record prior to submission, indicating use of the application resulted in skill repetition. Peer feedback significantly decreased faculty resources compared to our prior implementation. Future investigation could determine the sufficiency of this platform as a stand-alone curriculum to teach surgical skills. 

Sunday February 26, 2017 12:45pm - 1:30pm

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