scholarly journals EP.TU.566Virtual Interactive surgical skills classroom – An Ongoing Randomized Controlled Trial

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Aqua Asif ◽  
Sonam Patel ◽  
Maria Georgi ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in February 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development of further resource-efficient training programs during the COVID-19 pandemic and afterwards.

81 VIRTUAL: Virtual Interactive Surgical Skills Classroom – An Ongoing Randomized Controlled Trial

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
M Fricker ◽  
A Nathan ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention, and Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Results Data collection will be completed in January 2021. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusions To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the virtual classroom’s suitability as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals V12 VIRTUAL: Virtual InteRacTive sUrgicAl skiLls classroom – A Randomized Controlled Trial Proposal

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Nancy Hanna ◽  
Aqua Asif ◽  
Sonam Patel ◽  
...  
Keyword(s):  
Interactive Video ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Face To Face ◽  
Classroom Training ◽  
Group B

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction and feedback. They may optimise resources and increase accessibility, facilitating larger-scale training whilst producing a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on year group and surgical skill confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will receive virtual classroom training. The assessed task will be to place three interrupted sutures with hand tied knots. Pre- and post-intervention Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Change in confidence, time to completion and a granular performance score will be measured. Feasibility and accessibility will also be assessed. Results Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine relative performance. Conclusion To our knowledge, this will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual BSS classroom training as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient virtual BSS training programs during the COVID-19 pandemic and in the future.

scholarly journals O43 Virtual: virtual interactive surgical skills classroom: a randomized controlled trial (protocol)

2021 ◽  
Vol 108 (Supplement_5) ◽  
Author(s):  
A Nathan ◽  
M Fricker ◽  
N Hanna ◽  
A Asif ◽  
S Patel ◽  
...  
Keyword(s):  
Training Programs ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Randomised Control Trial ◽  
Instructional Video ◽  
Post Intervention ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Classroom Training

Abstract Introduction High costs and inaccessibility are significant barriers to face-to-face basic surgical skills (BSS) training. Virtual classrooms enable the combination of computer-based learning with interactive expert instruction. They may optimise resources and increase accessibility, facilitating larger-scale training with a similar educational benefit. We aim to evaluate the efficacy of virtual BSS classroom training compared to both non-interactive video and face-to-face teaching. Method 72 medical students will be randomly assigned to three equal intervention groups based on surgical skills experience and confidence. Interventions will be implemented following an instructional video. Group A will practice independently, Group B will receive face-to-face training, and Group C will attend a virtual classroom. Participants will be recorded placing three interrupted sutures with hand tied knots pre- and post-intervention. Objective Structured Assessment of Technical Skills (OSATS) will be blind marked by two experts. Result Change in confidence, time to completion and a novel granular performance score will also be measured. Each intervention’s feasibility and accessibility will be assessed. Significant improvement in OSATS within groups will be indicative of intervention quality. Difference in improvement between groups will determine the relative performance of the interventions. Conclusion This will be the largest randomised control trial investigating virtual BSS classroom training. It will serve as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and beyond. Take-home Message This is the first RCT assessing virtual basic surgical skill classroom training and serves as a comprehensive appraisal of the suitability of virtual classrooms as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient training programs during the COVID-19 pandemic and in the future.

scholarly journals Virtual interactive surgical skills classroom: a parallel-group, non-inferiority, adjudicator-blinded, randomised controlled trial (VIRTUAL) - protocol (Preprint)

2021 ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Maria Georgi ◽  
Sonam Patel ◽  
Man Kien Hang ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Post Intervention ◽  
Face To Face ◽  
Computer Based Learning ◽  
Parallel Group ◽  
Classroom Training ◽  
Randomised Controlled

UNSTRUCTURED Traditional face-to-face training (FFT) for basic surgical skills is inaccessible and resource-intensive. Non-interactive computer-based learning (CBL) is more economical but less educationally beneficial. Virtual classroom training (VCT) is a novel method that permits distanced interactive expert instruction. VCT may optimise resources and increase accessibility. We aim to investigate whether VCT is superior to CBL and non-inferior to FFT in improving basic surgical skills proficiency. This is a parallel-group, non-inferiority randomised controlled trial protocol. A sample of 72 undergraduates will be recruited from five London medical schools. Participants will be stratified by subjective and objective suturing experience level and allocated to three intervention groups with a 1:1:1 ratio. VCT will be delivered via the BARCO weConnect software and FFT will be provided by expert instructors. Optimal student-to-teacher ratios of 12:1 for VCT and 4:1 for FFT will be used. The assessed task will be interrupted suturing with hand-tied knots. The primary outcome will be post-intervention Objective Structured Assessment of Technical Skills (OSAT) score, adjudicated by two blinded experts and adjusted for baseline proficiency. Delta will be defined using historical data. This study will serve as a comprehensive appraisal of the suitability of virtual BSS classroom training as an alternative to face-to-face training. The findings will assist the development and implementation of further resource-efficient, accessible virtual BSS training programs during the Coronavirus disease 2019 (COVID-19) pandemic and in the future. University College London Research Ethics Committee: 19071/001

scholarly journals Virtual interactive surgical skills classroom (VIRTUAL): a parallel-designed, non-inferiority, adjudicator-blinded, randomised controlled trial

2021 ◽  
Author(s):  
Arjun Nathan ◽  
Monty Fricker ◽  
Aqua Asif ◽  
Maria Georgi ◽  
Sonam Patel ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Skills Training ◽  
Virtual Classroom ◽  
Surgical Skills ◽  
Training Methods ◽  
Post Intervention ◽  
Educational Method ◽  
Computer Based Learning ◽  
Surgical Skills Training ◽  
Randomised Controlled

Introduction Virtual classroom training (VCT) is a novel educational method that permits accessible, distanced interactive expert instruction. We aimed to evaluate the efficacy of VCT in comparison to face-to-face training (FFT) and non-interactive computer-based learning (CBL) for basic surgical skills training. Methods 72 participants recruited from five London medical schools underwent stratified block randomisation into three equal intervention groups based on subjective and objective suturing experience. VCT was delivered via the BARCO weConnect platform and FFT was provided by expert instructors. Optimal student-to-teacher ratio was used, 12:1 for VCT and 4:1 for FFT. The assessed task was interrupted suturing with hand-tied knots. The primary outcome was post-intervention Objective Structured Assessment of Technical Skills (OSATS) score, adjudicated by two blinded experts and adjusted for baseline proficiency. Results VCT was non-inferior to FFT (adjusted difference 0.44, 95% CI: -0.54 to 1.75, delta 0.675), VCT was superior to CBL (adjusted difference 1.69, 95% CI 0.41 to 2.96) and FFT was superior to CBL (adjusted difference 1.25, 95% CI 0.20 to 2.29). FFT alone was associated with student travel expenses (mean £4.88, SD 3.70). Instructor hours used per student for VCT and FFT were 0.25 and 0.75, respectively. Conclusion VCT has a similar educational benefit to FFT and is a suitable modality of high-quality surgical skills education. VCT provides greater accessibility and resource efficiency compared to FFT. VCT satisfies the requirement for social distancing during the COVID-19 pandemic and is better than non- interactive CBL. VCT has the potential to improve global availability and accessibility of surgical skills training.

scholarly journals Group-based psychosocial intervention for bipolar disorder: randomised controlled trial

2010 ◽  
Vol 196 (5) ◽  
pp. 383-388 ◽  
Author(s):  
David Castle ◽  
Carolynne White ◽  
James Chamberlain ◽  
Michael Berk ◽  
Lesley Berk ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Controlled Trial ◽  
Psychosocial Interventions ◽  
Post Intervention ◽  
Treatment As Usual ◽  
Face To Face ◽  
Telephone Interviews ◽  
Naturalistic Setting ◽  
Reduced Rate ◽  
Randomised Controlled

BackgroundPsychosocial interventions have the potential to enhance relapse prevention in bipolar disorder.AimsTo evaluate a manualised group-based intervention for people with bipolar disorder in a naturalistic setting.MethodEighty-four participants were randomised to receive the group-based intervention (a 12-week programme plus three booster sessions) or treatment as usual, and followed up with monthly telephone interviews (for 9 months post-intervention) and face-to-face interviews (at baseline, 3 months and 12 months).ResultsParticipants who received the group-based intervention were significantly less likely to have a relapse of any type and spent less time unwell. There was a reduced rate of relapse in the treatment group for pooled relapses of any type (hazard ratio 0.43, 95% CI 0.20–0.95; t343 = −2.09, P = 0.04).ConclusionsThis study suggests that the group-based intervention reduces relapse risk in bipolar disorder.

scholarly journals TP8.2.19 Virtual versus In-Person Education Research (VIPER) in Surgical Skills Teaching: A crossover randomised controlled trial

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Jih Dar Yau ◽  
Radheswari Measuria ◽  
Professor Mahmoud Loubani
Keyword(s):  
Controlled Trial ◽  
Training Needs ◽  
Surgical Skills ◽  
Student Feedback ◽  
Written Feedback ◽  
Initial Experience ◽  
Knot Tying ◽  
Group A ◽  
Group B ◽  
Randomised Controlled

Abstract Aims To compare effectiveness of virtual versus in-person teaching of one-handed reef knot to medical students. Methodology 20 students were randomised into 2 groups of 10, to learn to tie one-handed reef knot. Group A attended a 15-minute virtual session followed by a 15-minute in-person session; vice versa for Group B simultaneously. For the virtual session, trainer and students used online platform, Zoom, on an overhead webcam-laptop workstation in separate rooms. For the in-person session, trainer and students were in one room. Anonymous written feedback was collected from all students. Results 50% of the students had previous experience in knot-tying. On average, the instruction clarity and support received during the virtual session were reported to be less by Group A than Group B. 30% reported non-inferiority in the virtual method to in-person in fulfilling their training needs to learn this skill. 80% said they could have benefited from more time during the virtual session when compared to learning the same skill in-person. During the virtual sessions, 60% encountered technical difficulties relating to internet (20%), Zoom (25%), trainer availability (10%), and hardware (5%). 35% felt that a fully virtual session is suitable for learning one-handed reef knot. 30% stated they would attend a fully virtual basic surgical skills course whilst 40% would attend a partially virtual one. Conclusion Initial experience with virtual surgical skills teaching revealed promising potential based on student feedback. Further focused studies with targeted optimisation are warranted for it to be a viable alternative to traditional in-person teaching.

scholarly journals Effects of A Nurse-Led Transitional Burns Rehabilitation Programme (4Cs-TBuRP) For Adult Burn Survivors: Protocol for a Randomised Control Trial

2021 ◽  
Author(s):  
JONATHAN BAYUO ◽  
Frances Kam Yuet Yuet Wong ◽  
Loretta Yuet Foon Chung
Keyword(s):  
Transitional Care ◽  
Controlled Trial ◽  
Implementation Process ◽  
Rehabilitation Programme ◽  
Randomised Control Trial ◽  
Post Discharge ◽  
Post Intervention ◽  
Care Programme ◽  
Evaluation Phase ◽  
Burn Survivors

Abstract Background: Transitioning from the burn unit to the home/ community can be chaotic with limited professional support. Some adult burn survivors may face varied concerns leading to poor outcomes in the early post-discharge period with limited access to professional help. Based on these, a nurse-led transitional burns rehabilitation programme has been developed and the current trial aims to ascertain its effects as well as explore the implementation process. Methods: A single-centre, double-arm randomised controlled trial with a process evaluation phase will be utilised for this study. All adult burn survivors aged ≥18 years with burn size ≥10% total burn surface area at the site during the study period will be screened for eligibility at least 72hours to discharge. A sample size of 150 will be block randomised to treatment (receiving the nurse-led transitional care programme and routine post-discharge service) and control groups (receiving routine post-discharge service). The nurse-led transitional care programme comprises of predischarge and follow-up phases with the delivery of bundle of holistic interventions lasting for 8 weeks. There are three timelines for data collection: baseline, immediate post-intervention, 4 weeks post-intervention. Discussion: The findings from this study can potentially inform the development and organisation of post-discharge care and affirm the need for ongoing comprehensive home-based care for burn survivors and their families. Trial registration: ClinicalTrials.gov Trial Registry approved the prospective registration on 20 th August 2020. Registration details can be viewed on https://clinicaltrials.gov/ct2/show/record/NCT04517721 .

scholarly journals Create Our Own Kai: A Randomised Control Trial of a Cooking Intervention with Group Interview Insights into Adolescent Cooking Behaviours

Nutrients ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 796
Author(s):  
Sarahmarie Kuroko ◽  
Katherine Black ◽  
Themis Chryssidis ◽  
Rosie Finigan ◽  
Callum Hann ◽  
...  
Keyword(s):  
Diet Quality ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Well Being ◽  
Family Factors ◽  
Randomised Control Trial ◽  
Post Intervention ◽  
Anthropometric Measures ◽  
Mental Well Being

Cooking is frequently associated with a healthier diet, however few youth cooking intervention studies have used control groups or follow-ups. Additionally, although cooking is associated with better mental well-being among adolescents, this has not been examined experimentally. This randomised controlled trial investigated whether a five-day intensive holiday cooking program, followed by six weeks of weekly meal kits with Facebook support groups, affected the cooking-related outcomes, diet quality and mental well-being among adolescents, with a 12-month follow-up. Adolescents aged 12–15 years (intervention: n = 91, 60% female; control: n = 27, 78% female) completed baseline, post-intervention and 12-month follow-up anthropometric measures, and questionnaire measures of mental well-being, diet quality and cooking attitudes, self-efficacy and behaviours. The intervention group’s post-intervention outcomes improved significantly more for mental well-being, diet quality, helping make dinner, cooking self-efficacy and positive cooking attitude, however body mass index (BMI) z-scores also increased. Differences were maintained at 12 months for self-efficacy only. Group interviews showed that participants’ cooking behaviours were strongly influenced by family factors. Adolescent cooking interventions may have many short-term benefits, however cooking self-efficacy appears most responsive and stable over time. Effects on BMI need further investigation. Family factors influence whether and what adolescents cook post-intervention.

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