Self-Regulated Video-Based Learning for Cultivating Surgical Skills: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Abstract

In recent decades, there has been a shift towards competency-based approaches in surgical training. The effectiveness of video-based learning (VBL) in enhancing surgical skills, particularly in the context of self-regulated learning (SR-VBL), was assessed in this study. While VBL is cost-effective, flexible, and can improve proficiency in technical skills prior to clinical practice, it is resource-challenging. SR-VBL includes many of VBL’s benefits but has utility in individual and distance settings due to its autarkic nature. This study identified and analyzed contemporary literature on SR-VBL using PRISMA guidelines, focusing on original randomized controlled studies published in international peer-reviewed journals during the COVID-19 pandemic in 2020–2022. Seven studies with 462 participants were included, with three eligible for the meta-analysis. The results showed that self-regulated video-based learning contributes to the learning of technical skills and can be applied to learners of all levels across surgical specialties. The meta-analysis revealed that improvements in validated outcome assessment scores (OSATS) were at least equal to traditional methods with a statistically significant result, though the effect was modest. Therefore, contemporary surgical training could incorporate SR-VBL for technical training to help surgeons of all levels in surgical self-assessment.

Keywords

• surgical education
• self-regulation
• video-based learning
• systematic literature review
• meta-analysis