• Konstantinos Gasteratos, Joseph Robert Paladino, W Bosseau Murray, and Jeremy Goverman.
• Department of Plastic and Reconstructive Surgery, Papageorgiou General Hospital, Thessaloniki, Greece.
• Injury. 2021 Aug 1; 52 (8): 2154-2159.

BackgroundWritten material remains one of the most common methods of education, however the current generation of learners may benefit from additional different media. In our study, we aim to quantify the effects of an innovative video instruction on subsequent resident performance in a burn patient simulation.MethodsFollowing IRB approval, 60 Plastic Surgery residents were randomly assigned to two groups. The control group ("non-video" group) (n = 30) was given only written material as preparation. The experimental group ("video" group) (n = 30) was provided access to video training materials in addition to the written material on technical and non-technical skills. Their videotaped performances on simulation were evaluated by a blinded surgical faculty member. The comparison of variables between the two groups was performed using a Mann-Whitney test for non-normal distributions of quantitative variables, and Fisher's Exact Probability test for qualitative data. Statistical significance was set at p < 0.05.ResultsCompared to the non-video group, the video group achieved significantly higher scores in the technical skills of assessment of breathing (p = 0.015), disability (p = 0.023), and exposure (p = 0.005) and in the non-technical skills of decision-making (p = 0.035).ConclusionsIn residents participating in burn patient simulations, video training in advance of the simulation significantly improved their assessments of breathing, disability, and exposure as well as decision-making. Our video is a valuable tool to enhance trainees' technical and non-technical competencies in managing burn patient simulations.Copyright © 2021. Published by Elsevier Ltd.

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