Advances in Medical Education and Practice
Video-Based Learning in Orthopedic Education: A Systematic Mapping Review
By Ali Behmanesh, Roya Mirzaei, Roshanak Shams and 4 others.
Abstract
Background
Video-based learning (VBL) has emerged as a transformative tool in surgical education, offering dynamic visual and auditory resources that enhance technical skill acquisition, procedural understanding, and learner engagement in orthopedic surgeries. Its potential to improve surgical proficiency and patient outcomes by providing standardized, accessible training makes it increasingly relevant in this specialized field, where precision and expertise are paramount.
Objective
This systematic mapping review aims to categorize and synthesize existing literature on VBL applications, educational purposes, outcome domains, and study populations in orthopedic education.
Methods
A comprehensive search was conducted across PubMed, Scopus, and Web of Science databases, including studies published from up to August 30, 2024. Inclusion criteria encompassed peer-reviewed articles in English focusing on VBL in orthopedic surgery education, encompassing residents, medical students, and practicing surgeons. Study designs included randomized controlled trials, observational studies, and qualitative analyses. Data extraction involved thematic coding of research objectives, learner groups, clinical focus, and intervention characteristics, with analysis performed to map trends and identify gaps.