Video-based coaching in surgical education: a systematic review and meta-analysis

Background In the era of competency-based surgical education, VBC has gained increased attention and may enhance the efficacy of surgical education. The objective of this systematic review was to summarize the existing evidence of video-based coaching (VBC) and compare VBC to traditional master-apprentice-based surgical education. Methods We performed a systematic review and meta-analysis of randomized controlled trials (RCT) assessing VBC according to the PRISMA and Cochrane guidelines. The MEDLINE, EMBASE, and COCHRANE and Researchgate databases were searched for eligible manuscripts. Standard mean difference (SMD) of performance scoring scales was used to assess the effect of VBC versus traditional training without VBC (control). Results Of 627 studies identified, 24 RCTs were eligible and evaluated. The studies included 778 surgical trainees ( n = 386 VBC vs. n = 392 control). 13 performance scoring scales were used to assess technical competence; OSATS-GRS was the most common ( n = 15). VBC was provided preoperative ( n = 11), intraoperative ( n = 1), postoperative ( n = 10), and perioperative ( n = 2). The majority of studies were unstructured, where identified coaching frameworks were PRACTICE ( n = 1), GROW ( n = 2) and Wisconsin Coaching Framework ( n = 1). There was an effect on performance scoring scales in favor of VBC coaching (SMD 0.87, p < 0.001). In subgroup analyses, the residents had a larger relative effect (SMD 1.13; 0.61–1.65, p < 0.001) of VBC compared to medical students (SMD 0.43, 0.06–0.81, p < 0.001). The greatest source of potential bias was absence of blinding of the participants and personnel ( n = 20). Conclusion Video-based coaching increases technical performance of medical students and surgical residents. There exist significant study and intervention heterogeneity that warrants further exploration, showing the need to structure and standardize video-based coaching tools.