Surgical Education: Principle and practice for the future

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Background

The traditional surgical training employed the apprenticeship model, which is opportunity-based learning; characterised by trainees practising surgical procedures under the guidance of mentors for several years, incorporating long hours of practice, and frequent and intensive contacts between the trainer and the trainee. The adage, "See One, Do One, Teach One" was often used in traditional surgical education but no longer practised because of concerns for patient safety. "Learn on the job" is still important, but other options such as simulation training are available, with clearly defined learning objectives, and more stringent but reliable assessment processes. The changes in surgical training curriculum and training approaches were caused by multiple factors in healthcare, for example, duty hour restrictions in resident training, increasing safety standards in healthcare, demands for service efficiency, and zero tolerance for malpractice. These have brought significant challenges to surgical training especially in the domain of motor skill acquisition.



Surgical education research shows that competency and assessment are tightly linked, and competency cannot be assumed when trainees can perform parts of a task or individual surgical skills. Further, it has been shown that trainees do not feel competent or ready to operate independently at the end of their training. Competence is not equal to excellence. Due to the lack of time and opportunities to practise, training programs need alternative strategies to develop skills in surgery.

This issue aims to review and synthesise the current theoretical basis and evidence for surgical skill acquisition and to propose new models and tools for mastery in skill development.

It will look at research into the design and development of learning materials for self-regulated learning and skills development using current knowledge and evidence in cognitive neuroscience on the use of technology for delivering and assessment of skills, mental and physical simulation and deliberate practice for mastery in surgical skills.



This issue will focus on hard skills development in surgical training. The types of manuscripts we will be looking for will include the following comprise of systematic reviews, original research, case reports, methods, Curriculum, assessment, and Pedagogy, theory, perspective, commentaries, and opinion. Topics: -

1. The history and evolution of surgical training.

2. The theoretical framework of skills development in surgery.

3. Curriculum development for surgical education.

4. The surgeon as a teacher

5. Designing and developing surgical education in low- and medium-income countries.

6. Lifelong learning for surgeons.

7. Creating educational resources. For surgical training.

8. Teaching surgical skills

9. The role of simulation in surgical training.

10. Assessing surgical skills

11. E -portfolios for assessing lifelong learning.

Keywords: surgical education, skills development, surgical training, simulation, curriculum development, assessment, pedagogy in surgery.

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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