158 Virtual Interactive Surgical Skills Classroom: A Parallel-Designed, Non-Inferiority, Adjudicator-Blinded, Randomised Controlled Trial (VIRTUAL)

Abstract Introduction Virtual classroom training (VCT) is a novel educational method that permits accessible, distanced interactive expert instruction. We aimed to evaluate the efficacy of VCT in comparison face-to-face (FFT) and non-interactive computer-based learning (CBL) for basic surgical skills training. Method 72 participants recruited from five London medical schools underwent stratified block randomisation into three equal intervention groups based on subjective objective suturing experience. was delivered via BARCO weConnect platform FFT provided by instructors. Optimal student-to-teacher ratio used, 12:1 4:1 FFT. The assessed task interrupted with hand-tied knots. primary outcome post-intervention Objective Structured Assessment Technical Skills (OSATS) score, adjudicated two blinded experts adjusted baseline proficiency. Results non-inferior (adjusted difference 0.44, 95% CI: -0.54 1.75, delta 0.675), superior CBL 1.69, CI 0.41 2.96) 1.25, 0.20 2.29). alone associated student travel expenses (mean £4.88, SD 3.70). Instructor hours used per were 0.25 0.75, respectively. Conclusions has similar benefit suitable modality high-quality education. provides greater accessibility resource efficiency compared satisfies requirement social distancing during COVID-19 pandemic better than CBL. potential improve global availability