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Abstract

Objectives: This study aims to examine if laparoscopic camera manipulation, using the five-step teaching method, is more effective than the traditional demoreturn demo method in developing psychomotor and visuospatial skills in fourth year medical students. Methods: Randomization was done to create two groups (n = 129). One group, (n = 70), received training using the five-step method: (1) conceptualization, (2) visualization, (3) verbalization by the preceptor, (4) verbalization by the student, and (5) practice. The other group, (n = 59), followed the traditional demo-return demo method. Psychomotor and visuospatial skills of the students were assessed using a rubric. The subjective comfort level of each participant in performing the skill was also assessed using the 5-point Likert scale. Results: The Mann-Whitney-Wilcoxon test demonstrated that verbalization by the student through a skill, translated into a greater ability in handling the camera head properly (p = .021) and in gathering images more accurately (p = .008). There was no significant difference in handling the light cable between the two groups (p = .205). However, a higher overall proficiency level was noted among students who talked through the skill (p = .001). Moreover, the overall comfort level in performing the skill was higher in those who articulated the steps while doing the skill (p = .026). Conclusions: The five-step teaching method is an effective technique in a way that it produces a satisfactory learning experience for the student in a desired amount of time. With the advent of laparoscopy, it has become imperative to include such skills in the medical students’ curriculum. Psychomotor and visuospatial skills were assessed.

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