RESUMO
This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.
Assuntos
Educação de Graduação em Medicina/métodos , Idioma , Exame Físico/métodos , Mídias Sociais/estatística & dados numéricos , Estudantes de Medicina , Gravação em Vídeo/tendências , América Central , Feminino , Humanos , Masculino , Exame Físico/tendências , América do Sul , EspanhaRESUMO
BACKGROUND: Minimally invasive surgery might greatly benefit from the Information and Communications Technologies. The objective of this work is to determine the better approach to include those technologies, in particular an e-Learning platform, into an in-person training course. METHODS: An online survey was sent to all participants in any of the laparoscopic training courses at Jesús Usón Minimally Invasive Surgery Centre. This survey included questions regarding new technologies used for training. Once all data were gathered, a descriptive analysis was performed. RESULTS: 382 questionnaires were sent of which 102 were correctly received back. This means a response rate equal to 30%. Current theoretical training means are watching surgical videos (85-83.3%) and assisting to in-person training courses (77-75.5%). Participants rated as useful the use of new technologies for training (4.1 ± 0.9) and they would mainly use it both before and after assisting to an in-person training course (80-78.4%). CONCLUSIONS: It is proposed a methodology that provides participants with didactic resources based on surgical videos, both before and after assisting to an in-person training course. Through the application of this methodology, an improvement and reduction of the time that surgeons expend in training is aimed.
Antecedentes: las tecnologías de la información y comunicación pueden aportar beneficios a la formación en cirugía de mínima invasión. Objetivo: determinar la manera más adecuada de incluir las tecnologías de la información y comunicación, en particular una plataforma de e-Learning, en un programa de formación presencial. Material y métodos: se realizó una encuesta en línea entre los asistentes al Centro de Cirugía de Mínima Invasión Jesús Usón, con preguntas relativas a las nuevas tecnologías aplicadas a la formación. Con los datos recopilados se efectuó un estudio descriptivo. Resultados: se enviaron 382 cuestionarios y se recibieron 102 (30%) correctamente respondidos. Los medios para formación teórica más empleados en la actualidad en la población estudiada son: visualización de videos quirúrgicos (85-83.3%) y la asistencia a cursos (77-75.5%). Los usuarios consideran útiles las nuevas tecnologías en formación (4.1 ± 0.9) y sobre todo usarían una plataforma de e-Learning personalizada antes y después de asistir a un curso de formación presencial (80-78.4%). Conclusiones: se propone una metodología de recursos didácticos basados en videos quirúrgicos antes y después que los alumnos asistan a un curso de formación presencial, para que mediante la aplicación de esta metodología se mejore y optimice el tiempo que los cirujanos dedican a su formación.
Assuntos
Recursos Audiovisuais , Instrução por Computador , Educação Médica Continuada/métodos , Cirurgia Geral/educação , Invenções , Procedimentos Cirúrgicos Minimamente Invasivos/educação , Médicos/psicologia , Adulto , Atitude do Pessoal de Saúde , Coleta de Dados , Feminino , Humanos , Internet , Internato e Residência , Laparoscopia/educação , Laparoscopia/métodos , Masculino , Pessoa de Meia-Idade , Procedimentos Cirúrgicos Minimamente Invasivos/métodos , Espanha , Especialidades Cirúrgicas/educação , Especialidades Cirúrgicas/estatística & dados numéricos , Inquéritos e Questionários , Gravação em VídeoRESUMO
BACKGROUND: Minimally invasive surgery implementation requires a regulated and orderly learning process. METHODS: Jesús Usón Minimally Invasive Surgery Centre promotes a pyramid training model structured into four levels: training of basic and advanced skills in physical simulator (level 1), training of anatomical protocols and advanced skills with animal models (level 2) training advanced procedural skills with tele-surgical applications (level 3), and training in the operating room (level 4). Training provided at levels 1 and 2 is described and evaluated. RESULTS: 4284 participants have been trained in laparoscopy at our institution. 95.5% surgeons: 49% gastroenterologists, 30% urologists, and 14% gynecologist (14%). 77% of celebrated courses consisted of 20 hours training (8 at level 1 and 12 at level 2). 94.37% of participants considered pyramid model as highly suitable, scoring 9.5 on a scale 1-10 for the model and for the simulation quality. 82.7% perceived the improvement in their laparoscopic skills and 99.56% recommend this training program to other surgeons. DISCUSSION: There are no unified criteria between different training programs but most of them measure laparoscopic skills based on time of execution, quality or mistakes of the exercise, and the student satisfaction test. CONCLUSION: The pyramid training model lead to the acquisition of necessary laparoscopic skills to perform safely advanced minimally invasive techniques.
Antecedentes: la práctica de la cirugía de mínima invasión necesita que el aprendizaje sea estructurado y progresivo. Material y métodos: estudio prospectivo efectuado en el Centro de Cirugía de Mínima Invasión Jesús Usón que propone un modelo de formación piramidal con cuatro niveles: adquisición de habilidades básicas en simulador (nivel 1), desarrollo de técnicas quirúrgicas específicas en modelos animales (nivel 2), telemedicina y telementorización (nivel 3), y aplicación al paciente con supervisión experimentada (nivel 4). Objetivo: describir los niveles 1 y 2 que se practican en el Centro y evaluar la formación impartida. Resultados: 4,284 alumnos han recibido formación en cirugía laparoscópica: 95.5% médicos: cirujanos del aparato digestivo (49%), urólogos (30%) y ginecólogos (14%). En 77% de los cursos celebrados disponen de 20 horas de adiestramiento, 8 en el nivel 1, y 12 en el nivel 2. El 94.37% considera altamente apropiado el modelo de formación piramidal, calificándolo con 9.58 sobre 10 y con 9.5 a la calidad de la simulación. El 82.75% percibe que ha avanzado notablemente en sus destrezas y 99.56% recomendaría a otros cirujanos la realización de actividades en el Centro. Conclusión: el modelo de formación propuesto permite alcanzar las habilidades necesarias para efectuar correctamente procedimientos avanzados en cirugía de mínima invasión.