Skip to content
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Menu
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Menu
Home
About Us
Resources
Profiles Metrics
Authors Directory
Institutions Directory
Top Authors
Top Institutions
Top Sponsors
AI Digest
Contact Us
Publication Details
AFRICAN RESEARCH NEXUS
SHINING A SPOTLIGHT ON AFRICAN RESEARCH
medicine
Teaching surgical skills using video internet communication in a resource-limited setting
Obstetrics and Gynecology, Volume 122, No. 1, Year 2013
Notification
URL copied to clipboard!
Description
OBJECTIVE:: To study the feasibility and acceptability of using video Internet communication to teach and evaluate surgical skills in a low-resource setting. METHODS:: This case-controlled study used video Internet communication for surgical skills teaching and evaluation. We randomized intern physicians rotating in the Obstetrics and Gynecology Department at Mulago Hospital at Makerere University in Kampala, Uganda, to the control arm (usual practice) or intervention arm (three video teaching sessions with University of California, San Francisco faculty). We made preintervention and postintervention videos of all interns tying knots using a small video camera and uploaded the files to a file hosting service that offers cloud storage. A blinded faculty member graded all of the videos. Both groups completed a survey at the end of the study. RESULTS:: We randomized 18 interns with complete data for eight in the intervention group and seven in the control group. We found score improvement of 50% or more in six of eight (75%) interns in the intervention group compared with one of seven (14%) in the control group (P=.04). Scores declined in five of the seven (71%) controls but in none in the intervention group. Both intervention and control groups used attendings, colleagues, and the Internet as sources for learning about knot-tying. The control group was less likely to practice knot-tying than the intervention group. The trainees and the instructors felt this method of training was enjoyable and helpful. CONCLUSION:: Remote teaching in low-resource settings, where faculty time is limited and access to visiting faculty is sporadic, is feasible, effective, and well-accepted by both learner and teacher. © 2013 by The American College of Obstetricians and Gynecologists. Published by Lippincott Williams & Wilkins.
Authors & Co-Authors
Autry, Amy M.
United States, San Francisco
University of California, San Francisco
Knight, Sharon
Uganda, Kampala
Makerere University
Lester, Felicia C.
Uganda, Kampala
Makerere University
Dubowitz, Gerald
Uganda, Kampala
Makerere University
Byamugisha, Josaphat Kayogoza
Uganda, Kampala
Makerere University
Nsubuga, Yosam
Uganda, Kampala
Makerere University
Muyingo, Mark
Uganda, Kampala
Makerere University
Korn, Abner P.
Uganda, Kampala
Makerere University
Statistics
Citations: 43
Authors: 8
Affiliations: 2
Identifiers
Doi:
10.1097/AOG.0b013e3182964b8c
ISSN:
00297844
e-ISSN:
1873233X
Research Areas
Health System And Policy
Study Design
Randomised Control Trial
Cross Sectional Study
Study Approach
Quantitative
Study Locations
Uganda