Evaluating the educational value of very short videos in surgical training: insights from orthopedic and trauma surgeons

Abstract Objectives In the evolving field of surgical education, video-based learning has become increasingly prevalent. “Reels”, videos typically under 60 s, have gained traction due to their potential to enhance engagement. Despite their growing popularity, best practice guidelines for reel creation and use in surgical education remain limited. This study aimed to evaluate the educational value of reels in the education of orthopedic and trauma surgeons and to identify key features that contribute to their effectiveness. Methods The Kocher–Langenbeck acetabular approach was video recorded, and two specific procedural steps were edited and peer reviewed to produce two reels. An evaluation questionnaire was distributed to orthopedic and trauma surgeons. The responses were analyzed via descriptive statistics and Moore’s outcome levels. Results Among the 178 respondents (6.8 % response rate), 148 completed the full survey. The respondents, practicing in 55 countries, had diverse levels of surgical experience. Scores across Moore’s outcome levels were high, with 86.0 % participation and strong overall satisfaction, with 96.0 % finding the reels clear and effective and 94.5 % indicating a willingness to integrate them into daily practice. Learning was rated 4.21/5 and 4.41/5. Surgeons expressed interest in the future use of reels and suggested enhancements, including clearer anatomical labels, smoother transitions, and integration with full-length content on established educational platforms. Conclusions Reels offer value in surgical education. When thoughtfully designed and embedded within sound educational frameworks, they can enhance knowledge acquisition and support clinical learning. These findings affirm the value of further developing and integrating short video formats into surgical education curricula.