Effectiveness of live interactive vs. pre-recorded surgical video demonstration as a teaching methodology for cataract surgery among undergraduates

Abstract

Purpose: Cataract surgery, being a microsurgical procedure can be taught in an operation theatre with a live display of surgery on a monitor. Recorded videos of surgeries can also be utilized for teaching even in a classroom. The present study compared these two methods of teaching in the acquisition of knowledge by the students and their perception towards the teaching methods. Materials and Methods: Seventy MBBS students attending ophthalmology postings were included in the study. They were randomly allocated into two groups and each group was exposed to one type of teaching method. The knowledge acquired was assessed by using a multiple-choice question paper containing 20 questions. Cross-over exposure to the teaching method was given. Their perception of both teaching methods was assessed by using a validated questionnaire with answers on a 5-point Likert score scale. Results: The mean marks obtained were 16.26 ± 2.174 after attending the teaching method in the operation theatre and 17.03 ± 1.740 after the classroom session (p = 0.106). The total perception score obtained for the teaching method in operation theatre had a median value of 44 in comparison to the median score of 40 in classroom teaching (p = 0.001). Conclusion: The knowledge achieved from the teaching method of live interactive display of cataract surgery undertaken in operation theatre was comparable to the teaching method using pre-recorded video display in the classroom. Students had a better perception towards the teaching method in the operation theatre.

Keywords

• cataract surgery
• live interactive surgery
• phacoemulsification
• pre-recorded video
• teaching method
• undergraduate