Does video feedback aid skill retention in wound suturing?

Introduction: There is a lack of curricular time for both under‐ and post‐graduates to learn and practise new skills. Aim: This study aims to compare skill retention in medical students performing wound suturing with, and without, the use of video feedback. Methods: Forty students were randomly allocated into verbal or video feedback groups in this cross‐over study. Video feedback was given using Apple iPad (Studiocode software) giving a quantitative score. At session 1, one group received video feedback, and the other verbal feedback. Students were crossed‐over, the skill repeated and scored, receiving video or verbal feedback. All completed a third session where the skill was repeated and scored. Results: Thirty five students completed all three sessions. Receiving video feedback leads to higher skill retention than verbal feedback, with only 4.6% decrease of mean score from baseline, compared to 14.6% decrease in the verbal feedback group (p = 0.005). When the verbal feedback group received video feedback, their skill retention increased by 16.0% (p = 0.005). Discussion: Video feedback improves undergraduate practical skills performance, allowing greater skill retention, with implications for teaching and assessment in craft specialities.