To evaluate the effectiveness of video based learning (VBL), interactive demonstration (ID) and textbook instruction (TI) in learning a new suturing technique among undergraduate medical students with prior exposure to suturing. 81 volunteers were randomly selected and stratified based on gender into three interventional groups. After going through the respective interventions for 7 minutes, the participants were asked to perform the suturing technique on a banana within 5 minutes. Their performances were assessed by three methods, namely General Assessment (GA), Global Rating Scale (GRS) and Blind Assessment (BA) of the bananas. The scores were then tabulated using Microsoft Excel 2010. Eight major outcomes were identified from the questionnaire, feedback and assessments. The results were then analyzed using Epi Info. Appropriate test of associations were selected for the results of the 8 outcomes. ANOVA Test was used for comparing the three interventional groups with general assessment, global rating scale and blind assessment. The P-values 0.296, 0.221 and 0.245 respectively were insignificant. Bonferroni Adjustment was made to perform paired comparison of the total score (GA+GRS) between the three interventions. The P-values >0.017 were insignificant. P-values of TI vs VBL is 0.248, TI vs ID is 0.119, VBL vs ID is 0.776. The chi square values of clarity, understandability and effectiveness assessed from the questionnaire were 1.90 (insignificant), 10.44 and 53.41 (significant) respectively. The results of the non-parametric Kruskal Wallis-H Test for self-rating indicated that the median for all groups were 2.0 (needs improvement). Interactive demonstration is the most effective method in learning a new skill followed by Video based learning and Textbook instructions.

Effectiveness, New Suturing Technique, Students, Prior Exposure