What Is a Good Teaching Video? Results of an Online International Survey

Abstract

Study objective: To analyze surgeon views on criteria for a good teaching video with the aim of determining guidelines.

Design: An online international survey using a self-developed questionnaire.

Setting: A French university tertiary care hospital.

Patients: Three hundred eighty-eight participants answered an online questionnaire (154 women [40.53%] and 226 men [59.47%]).

Interventions: A questionnaire on the criteria for a good quality teaching surgery video was developed by our team and communicated via an online link.

Measurements and main results: The responses of 388 respondents were analyzed and highlighted the pedagogical benefits of teaching videos. The video duration may vary according to the type of media or surgical procedure but should not exceed 10 to 15 minutes for complex procedures. Providing information on the surgical setup (body mass index of the patient, Trendelenburg position degree, pressure of pneumoperitoneum, etc.) is essential. Surgical videos should be reviewed and divided into clearly defined steps with continued access to the entire nonmodified video for reviewers and be accessible on both educational and open platforms. Patient consent and relevant information should be made available. Reviews should include "bad procedure" videos, which are highly appreciated, especially by young surgeons.

Conclusion: The many advantages of the video format, including availability and rising popularity, provide an opportunity to reinforce and complement current surgical teaching. To optimize use of this surgical teaching tool, standardization, updating, and ease of access of surgical videos should be promoted.

Keywords: Gynecologic surgery; Surgical videos; Teaching.