Assessing the Impact of Video-based Training on Laceration Repair: A Comparison to the Traditional Workshop Method

INTRODUCTION Medical school curricula in the United States have been more recently focusing on the early integration of clinical sciences and clinical experiences into medical students’ preclinical years. For many medical students, the common mode of instruction for developing the procedural skill of laceration repair is largely from live workshop training requiring a significant amount of physical resources and physician time to train the students. This study compares the effectiveness of video-based learning (VBL) to traditional live workshop learning (LWL) on student laceration repair performance.