Medical Students’ Experiences With Surgical Suturing Simulation Models and Asynchronous Videos: A Qualitative Study (Preprint)

BACKGROUND Digital educational resources, including asynchronous video-based learning materials and simulation models for surgical suturing, have been progressively incorporated into undergraduate medical education to support the acquisition of practical skills. In surgical education, instruction through videos and simulation models may promote flexibility, deliberate practice, and prior preparation for hands-on training; however, there is limited evidence regarding students’ and instructors’ experiences with these strategies in real-world clinical training contexts. OBJECTIVE To explore medical students’ and an instructor’s experiences with an asynchronous video–supported suturing simulation module implemented during a surgical internship in undergraduate medical education. METHODS A qualitative, exploratory interpretive study was conducted. The intervention consisted of a suturing simulation module supported by asynchronous instructional videos, implemented with sixth-year medical students during their surgical internship at a medical school in Chile. Data were collected through focus groups with students and a semistructured interview with the instructor responsible for the module. All sessions were audio-recorded, transcribed verbatim, and pseudonymized. Data were analyzed using reflexive thematic analysis following an inductive approach, complemented by deductive organizing categories informed by the Technological Pedagogical Content Knowledge (TPACK) framework. The study received approval from the institutional ethics committee, and informed consent was obtained from all participants. RESULTS Participants reported that asynchronous videos supported prior preparation for hands-on practice by allowing them to review procedures at their own pace and reducing initial uncertainty. The combination of video-based resources with practice using simulation models was perceived as facilitating confidence and a more focused use of supervised training time. Participants also identified logistical challenges related to time constraints and the conditions of the practice space. CONCLUSIONS Asynchronous video–supported suturing simulation modules were perceived positively by students and the instructor as a supportive educational strategy within undergraduate surgical training. The findings suggest that the integration of asynchronous video resources with simulation-based practice may support students’ perceived preparedness for procedural training in time-constrained clinical learning environments. Further research is needed to explore how similar approaches can be optimized and adapted across other areas of medical education.