JMIR Med Educ. 2026 Jul 9;12:e90563. doi: 10.2196/90563.
ABSTRACT
BACKGROUND: Digital educational resources, including asynchronous video-based materials and simulation models, are increasingly used in undergraduate medical education to support procedural skills training. Although both approaches have demonstrated educational value, there is limited qualitative evidence on how the pedagogical integration of these approaches is experienced in real-world clinical training environments, particularly during time-constrained surgical internships.
OBJECTIVE: This study aimed to explore medical students’ and an instructor’s experiences with an integrated suturing skills module combining asynchronous instructional videos and simulation-based practice during a surgical internship.
METHODS: An interpretive qualitative study was conducted with sixth-year medical students during a surgical internship at a medical school in Chile. The intervention consisted of a suturing simulation module supported by asynchronous instructional videos. Data were collected through 2 focus groups with 20 students and a semistructured interview with 1 instructor after completion of the module. All sessions were audio-recorded, transcribed verbatim, and pseudonymized. Data were analyzed using reflexive thematic analysis following an inductive approach. The Technological Pedagogical Content Knowledge framework was used as a sensitizing lens during the interpretive phase. Ethics approval was obtained prior to data collection, and all participants provided informed consent.
RESULTS: Participants described asynchronous videos as facilitating prior preparation by allowing flexible, self-paced review of procedural steps, which supported students’ perceived readiness for hands-on practice. The integration of video-based resources with simulation-based training was perceived as enabling more focused engagement during supervised sessions, shifting attention from procedural recall to technical execution. Participants also reported perceived increases in confidence when approaching early clinical tasks. However, logistical constraints, including limited time for individualized feedback and challenges related to the physical learning environment, were identified. Some participants also expressed ongoing uncertainty regarding specific techniques despite prior video exposure.
CONCLUSIONS: The integration of asynchronous instructional videos with simulation-based practice was perceived as a coherent educational strategy that supported students’ preparation for procedural training within a demanding clinical context. The findings highlight the potential of asynchronous resources to function as preparatory scaffolding that may enable more efficient use of supervised training time. This study contributes to the qualitative understanding of how integrated digital and simulation-based approaches are experienced in surgical internships, supporting their consideration in curriculum design while emphasizing the need for careful implementation and contextual adaptation.
PMID:42424512 | DOI:10.2196/90563
