title: A Peer-Reviewed Instructional Video is as Effective as a Standard Recorded Didactic Lecture in Medical Trainees Performing Chest Tube Insertion: A Randomized Control Trial.
abstract: OBJECTIVE
  Online medical education resources are becoming an increasingly used modality and many studies have demonstrated their efficacy in procedural instruction. This study sought to determine whether a standardized online procedural video is as effective as a standard recorded didactic teaching session for chest tube insertion.
  
  
  METHODS
  A randomized control trial was conducted. Participants were taught how to insert a chest tube with either a recorded didactic teaching session, or a New England Journal of Medicine (NEJM) video. Participants filled out a questionnaire before and after performing the procedure on a cadaver, which was filmed and assessed by 2 blinded evaluators using a standardized tool.
  
  
  METHODS
  Western University, London, Ontario. Level of clinical care: institutional.
  
  
  METHODS
  A total of 30 fourth-year medical students from 2 graduating classes at the Schulich School of Medicine & Dentistry were screened for eligibility. Two students did not complete the study and were excluded. There were 13 students in the NEJM group, and 15 students in the didactic group.
  
  
  RESULTS
  The NEJM group׳s average score was 45.2% (±9.56) on the prequestionnaire, 67.7% (±12.9) for the procedure, and 60.1% (±7.65) on the postquestionnaire. The didactic group׳s average score was 42.8% (±10.9) on the prequestionnaire, 73.7% (±9.90) for the procedure, and 46.5% (±7.46) on the postquestionnaire. There was no difference between the groups on the prequestionnaire (Δ + 2.4%; 95% CI: -5.16 to 9.99), or the procedure (Δ -6.0%; 95% CI: -14.6 to 2.65). The NEJM group had better scores on the postquestionnaire (Δ + 11.15%; 95% CI: 3.74-18.6).
  
  
  CONCLUSIONS
  The NEJM video was as effective as video-recorded didactic training for teaching the knowledge and technical skills essential for chest tube insertion. Participants expressed high satisfaction with this modality. It may prove to be a helpful adjunct to standard instruction on the topic.
authors.affiliation: University of Toronto, Toronto, Ontario, Canada. Electronic address: shelly.dev@sunnybrook.ca.
authors.forename: Tomas J
authors.initials: TJ
authors.lastname: Saun
authors.affiliation: University of Ottawa, Ottawa, Ontario, Canada.
authors.forename: Scott
authors.initials: S
authors.lastname: Odorizzi
authors.affiliation: University of Toronto, Toronto, Ontario, Canada.
authors.forename: Celine
authors.initials: C
authors.lastname: Yeung
authors.affiliation: Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada.
authors.forename: Marjorie
authors.initials: M
authors.lastname: Johnson
authors.affiliation: University of Toronto, Toronto, Ontario, Canada.
authors.forename: Glen
authors.initials: G
authors.lastname: Bandiera
authors.affiliation: University of Toronto, Toronto, Ontario, Canada.
authors.forename: Shelly P
authors.initials: SP
authors.lastname: Dev
mesh_terms: D000328:Adult; D015505:Chest Tubes; D020375:Education, Distance / Q000379:methods; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D008348:Manikins; D009864:Ontario; D010380:Peer Review / Q000379:methods; D018794:Problem-Based Learning; D013337:Students, Medical / Q000706:statistics & numerical data; D013907:Thoracostomy / Q000193:education*; D014741:Video Recording; D055815:Young Adult
keywords: Medical Knowledge; Patient Care; Practice-Based Learning and Improvement; chest tube; clinical medicine videos; medical education; simulation; trauma