JMIR Publications

ABSTRACT

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