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Purpose <p>In 2019, The Global Surgery Lab (GSL) and Médecins Sans Frontières (MSF) created the Vital Surgery Training Program (VitalSurg) for non-surgeon physicians in low-resource settings to strengthen access to surgical care through task-shifting. In response to VitalSurg trainees’ feedback, we created educational surgical skills videos to augment the VitalSurg curriculum. This article aims to (1) describe the methods and outcomes of our VitalSurg video project and (2) share lessons learned about creating video resources for curriculums in low-resource settings.</p> Methods <p>We used Plan-Do-Study-Act (PDSA) cycles and video footage from surgical workshops, cadaver labs, and local operating rooms to create reference guides for priority surgical procedure. Each PDSA cycle involved iterative feedback from stakeholders including VitalSurg trainees, MSF surgeons, and UBC educators. Each cycles was informed by the Technological Pedagogical Content Knowledge (TPACK) framework and instructional design principles. We collected feedback verbally in meetings and using surveys.</p> Results <p>Between February 2021 and December 2023, our interdisciplinary team of 23 students, residents, and faculty created 18 videos and cue cards over 3 PDSA cycles. Completed videos had a median length of 198&#xa0;s. All surveyed Global Surgery Lab (GSL) student developers (n = 13) and VitalSurg surgical trainees from South Sudan (n = 3) reported that the videos contributed to their education. When creating videos for surgical trainees in low-resource settings, ensure videos are short and downloadable; include pictographs of required surgical equipment for quick case-cart creation; and demonstrate procedures using context-relevant materials and techniques.</p> Conclusion <p>Concise educational videos can augment surgical task-shifting programs.</p>

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Creating concise, educational videos for a low-resource surgical task shifting program

  • 期刊论文

  • 发表日期：

    2025年12月4日

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  • Catherine Binda,
  • Jayd Adams,
  • Rosemary Vayalikunnel,
  • Ana Igric,
  • Shahrzad Joharifard,
  • Emilie Joos

摘要

Purpose

In 2019, The Global Surgery Lab (GSL) and Médecins Sans Frontières (MSF) created the Vital Surgery Training Program (VitalSurg) for non-surgeon physicians in low-resource settings to strengthen access to surgical care through task-shifting. In response to VitalSurg trainees’ feedback, we created educational surgical skills videos to augment the VitalSurg curriculum. This article aims to (1) describe the methods and outcomes of our VitalSurg video project and (2) share lessons learned about creating video resources for curriculums in low-resource settings.

Methods

We used Plan-Do-Study-Act (PDSA) cycles and video footage from surgical workshops, cadaver labs, and local operating rooms to create reference guides for priority surgical procedure. Each PDSA cycle involved iterative feedback from stakeholders including VitalSurg trainees, MSF surgeons, and UBC educators. Each cycles was informed by the Technological Pedagogical Content Knowledge (TPACK) framework and instructional design principles. We collected feedback verbally in meetings and using surveys.

Results

Between February 2021 and December 2023, our interdisciplinary team of 23 students, residents, and faculty created 18 videos and cue cards over 3 PDSA cycles. Completed videos had a median length of 198 s. All surveyed Global Surgery Lab (GSL) student developers (n = 13) and VitalSurg surgical trainees from South Sudan (n = 3) reported that the videos contributed to their education. When creating videos for surgical trainees in low-resource settings, ensure videos are short and downloadable; include pictographs of required surgical equipment for quick case-cart creation; and demonstrate procedures using context-relevant materials and techniques.

Conclusion

Concise educational videos can augment surgical task-shifting programs.