# In-theatre demonstration of laparoscopic retroperitoneal anatomy as an educational tool for final-year MBBS students: a novel quasi randomized experiment

## TL;DR

A live interactive teaching method improved medical students' understanding of retroperitoneal anatomy more than traditional classroom teaching.

## Contribution

A quasi-randomized trial demonstrated that live interactive laparoscopic demonstrations enhance anatomy learning in medical students.

## Key findings

- The novel method group showed significantly greater improvement in post-test scores compared to the conventional group.
- Student feedback indicated higher enthusiasm and acceptability for the interactive teaching approach.
- Knowledge retention declined in both groups after six months, but the novel method still showed better initial results.

## Abstract

Traditional methods of teaching anatomical landmarks and their clinical and surgical significance often exhibit low retention rates. Medical educators have consistently sought to integrate innovative pedagogical approaches in response to evolving educational needs. The advent of multimedia technologies has significantly enhanced engagement and retention in learning, thus promoting a deeper contextual understanding in various clinical settings.

To compare the effectiveness of laparoscopic interactive demonstration of retroperitoneal vascular anatomy against traditional classroom teaching among medical students concerning knowledge acquisition, memory consolidation, and their perception of the teaching method.

A prospective single-center, two-arm, Quasi-randomized Educational Intervention Trial (allocation ratio 1:1) assigned 152 final-year undergraduate medical students to either the intervention (live interactive schooling) or the control group (conventional classroom teaching). The primary outcome measured was an enhancement in fundamental pelvic retroperitoneal anatomy, which was assessed by administering pre- and post-test questionnaires of equal difficulty. Feedback forms were used to compare the acceptability and perception of the novel and traditional methods. Statistical analysis was performed using STRATA 14.4, paired t-tests for pre- and post-test comparisons, and Likert scale responses for feedback analysis.

Both groups had comparable mean pretest scores. Post-test, the novel-method group demonstrated a significantly greater improvement (8.67±2.81) than the conventional group (5.74±3.18), with a mean difference of 2.93 (95% CI: 1.96–3.90; P<.001) and a large effect size (Cohen’s d=0.98), which reflected the principal outcome measure. At six-month follow-up, performance declined in both groups (P=.064). Student feedback indicated greater enthusiasm and acceptability for the novel approach.

Live interactive educational techniques were found to be effective, acceptable, and more student-oriented than traditional teaching-learning methods.

Clinical Trials Registry-India, CTRI/2024/02/062476

URL: https://ctri.nic.in/.