Research Information System
Journal of Medical Education Development, vol.19, no.1, pp.12-19, 2026 (Scopus)
Background & Objective: In contemporary medical education, the shortage of instructors for basic skills training has led to a growing shift toward alternative instructional methods, among which video-based training is a notable approach. This study compared the results of Face-to-Face Learning (FtFL) and Video-Assisted Learning (VAssL) in the acquisition of surgical skills by medical students. Materials & Methods: Our study was a prospective, single-blinded, randomized controlled pilot trial. 32 medical students were randomly allocated 1:1 to FtFL (n = 16) or VAssL (n = 16) using computer-generated random numbers and sealed opaque envelopes to ensure allocation concealment. The primary outcome was knot-setting success. Secondary outcomes included hand movement proficiency and the number of knots tied per minute. All assessments were performed using a structured scoring table by two blinded assessors. Results: The mean number of knots tied per minute was 10.97 ± 4.13, and the median knot score was 4 (3–5), with no significant difference between groups (p = 0.476, p = 0.306, respectively). Over 90% of participants succeeded in hand movements, except for knot setting, which had a 65.6% success rate overall. The FtFL group showed significantly higher success in knot setting compared to the VAssL group (93.8% vs. 37.5%, p = 0.002, Cohen’s d = 1.60) and superior hand movement proficiency (median 5)5–5(vs. 4)4–5(, p = 0.001). Conclusion: Face-to-face learning is more beneficial than video-assisted learning for correcting deficiencies and mistakes in medical students' acquisition of surgical skills.