Surgical Education Research Articles

The impact of surgical simulation and training technologies on general surgery education.

The landscape of general surgery education has undergone a significant transformation over the past few years, driven in large part by the advent of surgical simulation and training technologies. These innovative tools have revolutionized the way surgeons are trained, allowing for a more immersive, interactive, and effective learning experience. In this review, we will explore the impact of surgical simulation and training technologies on general surgery education, highlighting their benefits, challenges, and future directions. Enhancing the technical proficiency of surgical residents is one of the main benefits of surgical simulation and training technologies. By providing a realistic and controlled environment, With the use of simulations, residents may hone their surgical skills without compromising patient safety. Research has consistently demonstrated that training with simulations enhances surgical skills., reduces errors, and enhances overall performance. Furthermore, simulators can be programmed to mimic a wide range of surgical scenarios, enabling residents to cultivate the essential critical thinking and decision-making abilities required to manage intricate surgical cases. Another area of development is incorporating simulation-based training into the wider surgical curriculum. As simulation technologies become more widespread, they will need to be incorporated into the fabric of surgical education, rather than simply serving as an adjunct to traditional training methods. This will require a fundamental shift in the way surgical education is delivered, with a greater emphasis on simulation-based training and assessment.

AHP SO02 - A Quality improvement project to improve the Nutritional teaching within the General Surgery Department

Abstract Background Malnourished patients have greater incidences of post operative complications which can prolong hospital stay. Dietitians improve the nutritional status peri-operatively to reduce complications and accelerate recovery in hospital. Given that the doctors working in surgery are junior doctors who work on a rotational basis, means that they have little time to get to know the roles of the MDT, hence they are faced with the challenge of having little knowledge of complex nutritional needs of the surgical patient. The aim of the quality improvement project is to improve the nutritional teaching within the General surgery department to improve clinical practice. Method Using Plan-do-study-act (PDSA) Methodology, a Multi-disciplinary-team was created to identify ways to improve our nutritional knowledge. An initial survey was collated and distributed throughout the department to establish the current knowledge of nutritional challenges. From the initial survey, a need to improve the teaching of nutrition to the department was highlighted. The plan implemented itself in the form of informal teaching and educational resources to provide teaching to the department. Further questionnaires were used to assess the value of the teaching sessions. Pre/Post-teaching session surveys were used to assess the participant progress and satisfaction of the teaching session. Results The initial survey showed that on average the individuals sampled had a neutral/basic knowledge of the nutritional topics. In addition the survey addressed a need for surgical nutritional teaching to which 100% of respondents answered ‘Yes’. 100% of the respondents gave a 7/10 above or higher rating for how much they would benefit from the teaching and 100% of the cohort either requested teaching sessions alone or both a teaching session and information booklet. Following these interventions; a Pre/ Post-teaching survey was conducted to provide insight of how the department responded to the teaching, which was overall well received. Conclusion The role of nutrition is an important factor that affects surgical outcome and having clinical knowledge of nutritional needs and complications allows us to improve our clinical practice and patient care. The project identified a need for educational improvement and the project has allowed the department to establish regular quarterly nutritional teaching for rotational training and provided educational resources that have been demonstrated to be an effective intervention within the department. The project provided an overall positive engagement to improve our nutritional knowledge and will undoubtedly have a marked impact on quality of care, patient outcomes and their experience.

Augmented reality for basic skills training in laparoscopic surgery: a systematic review and meta-analysis.

Augmented reality (AR) has emerged as a transformative technology in medical education, particularly in training basic laparoscopic skills. Despite its growing applications, the effectiveness of AR in this specific domain remains underexplored, with a lack of standardized assessment frameworks and inconsistent methodologies across studies. This systematic review and meta-analysis aimed to evaluate the effectiveness of AR in laparoscopic basic skills training for medical students and junior physicians. We conducted a systematic review and meta-analysis following PRISMA guidelines. Databases searched included PubMed, Embase, Cochrane Library, Web of Science, and ClinicalTrials.gov. Studies were selected based on their focus on AR applications in laparoscopic training, involving both randomized controlled trials and non-randomized studies. Inclusion criteria focused on medical students and novice surgeons, assessing educational outcomes such as Global Operative Assessment of Laparoscopic Skills (GOALS) Global, Objective Structured Assessment of Technical Skills (OSATS) Global, OSATS Specific, Training Time, and Subjective Workload. A total of 12 studies involving 434 participants met the inclusion criteria. The analysis revealed that AR technology significantly improved educational outcomes, with participants achieving higher GOALS and OSATS scores. Specifically, the mean difference for GOALS scores was 2.40 points (95% CI [1.30, 3.50], p < 0.001) and for OSATS scores, 7.71 points (95% CI [3.39, 12.03], p < 0.001). Additionally, AR-assisted training showed a reduction in subjective workload, with a mean decrease of 2.95 points (95% CI [- 4.95, - 0.95], p = 0.003). The findings indicate that AR significantly enhances laparoscopic training outcomes, facilitating improved technical skills, efficiency, and learner independence. However, variability in study designs and outcomes limits generalizability. Future research should focus on standardize AR training protocols and evaluate long-term effectiveness to fully leverage AR's potential in surgical education.

Innovative solutions for surgical education: A digital approach to health literacy and learning style assessment

Innovative solutions for surgical education: A digital approach to health literacy and learning style assessment

The Making of Confident Surgeons: Why and How?

Low self-confidence in surgical residents can be associated with poor self-efficacy and perceptions of sub-optimal preparedness for practice at graduation. The influence of social and biologic determinants of confidence deserves further study. Through a randomized controlled trial of procedure-specific didactic and low fidelity simulation training for vaginal surgery, we showed positive correlations between self-confidence and objective performance in the real operating room for three different surgical procedures and through validated scales. This demonstrates an accurate ability of novice surgeons to self-monitor in a high-stakes environment. Our trial results (described in full elsewhere), combined with our multiple one-on-one teaching interactions with surgical trainees through the trial, incentivized us to evaluate self-confidence in view of optimizing it through directed training and feedback. The current opinion piece summarizes our main findings for surgical educators and emphasizes their role engaging with trainees at extremes of confidence.

AI solutions for overcoming delays in telesurgery and telementoring to enhance surgical practice and education.

Artificial intelligence (AI) has emerged as a transformative tool in surgery, particularly in telesurgery and telementoring. However, its potential to enhance data transmission efficiency and reliability in these fields remains unclear. While previous reviews have explored the general applications of telesurgery and telementoring in specific surgical contexts, this review uniquely focuses on AI models designed to optimise data transmission and mitigate delays. We conducted a comprehensive literature search on PubMed and IEEE Xplore for studies published in English between 2010 and 2023, focusing on AI-driven, surgery-related, telemedicine, and delay-related research. This review includes methodologies from journals, conferences, and symposiums. Our analysis identified a total of twelve AI studies that focus on optimising network resources, enhancing edge computing, and developing delay-robust predictive applications. Specifically, three studies addressed wireless network resource optimisation, two proposed low-latency control and transfer learning algorithms for edge computing, and seven developed delay-robust applications, five of which focused on motion data, with the remaining two addressing visual and haptic data. These advancements lay the foundation for a truly holistic and context-aware telesurgical experience, significantly transforming remote surgical practice and education. By mapping the current role of AI in addressing delay-related challenges, this review highlights the pressing need for collaborative research to drive the evolution of telesurgery and telementoring in modern robotic surgery.

Evaluation of training models for intraventricular neuroendoscopy.

Structured surgical education has become increasingly important in recent years. Intraventricular neuroendoscopic procedures have been widely established. However, training surgical skills with these techniques is crucial for young residents due to the potential harm to adjacent tissue. Therefore, we evaluated two different training models.Participants in two different international workshops were trained on a prefixed cadaver model and on a living murine intraabdominal model. Crucial neuroendoscopic techniques such as membrane perforation and tissue biopsy were performed. A blinded questionnaire evaluated both models.Sixty-three participants were trained on the animal model. Forty of these were trained on the cadaver model. The training effect was evaluated almost equally, with 8.5/10 for the animal model and 8.9/10 for the cadaver model. The tissue properties were rated higher regarding realism in the animal model, whereas the anatomic realism was rated higher in the cadaver model.The animal model is a valid alternative to cadaver models for teaching endoscopic neurosurgical skills. This model benefits from the simulation of real surgical tissue properties, including bleeding. The low costs and availability of this technique make it more ubiquitous and can help train further generations of neurosurgeons.

Artificial intelligence assisted operative anatomy recognition in endoscopic pituitary surgery

Pituitary tumours are surrounded by critical neurovascular structures and identification of these intra-operatively can be challenging. We have previously developed an AI model capable of sellar anatomy segmentation. This study aims to apply this model, and explore the impact of AI-assistance on clinician anatomy recognition. Participants were tasked with labelling the sella on six images, initially without assistance, then augmented by AI. Mean DICE scores and the proportion of annotations encompassing the centroid of the sella were calculated. Six medical students, six junior trainees, six intermediate trainees and six experts were recruited. There was an overall improvement in sella recognition from a DICE of score 70.7% without AI assistance to 77.5% with AI assistance (+6.7; p < 0.001). Medical students used and benefitted from AI assistance the most, improving from a DICE score of 66.2% to 78.9% (+12.8; p = 0.02). This technology has the potential to augment surgical education and eventually be used as an intra-operative decision support tool.

Can Ileostomy Reversal Be Safely Performed by Surgical Residents?

Background and Objectives: The growing number of colorectal cancer patients has highlighted the importance of surgical education in colorectal surgery. Despite the negative impact of the COVID-19 pandemic on surgical training, recent changes in the Polish surgical training program have increased the number of intestinal procedures required to be completed by residents. This study aims to assess the safety of ileostomy reversal procedures performed by surgical residents. Materials and Methods: A multicenter prospective cohort study, the LILEO study, was conducted from October 2022 until December 2023 across 20 Polish surgical departments. The study included 199 patients who underwent ileostomy reversal and were divided into two groups: 139 patients operated by specialist surgeons and 60 patients operated by surgical residents. The primary outcomes measured were postoperative complications, length of hospital stay (LOS), and 30-day reoperation rate. Secondary outcomes included the severity of perioperative complications assessed using the Clavien–Dindo classification and a focused analysis of loop ileostomy reversal outcomes. Results: The median LOS was significantly shorter in the resident group (5.5 days vs. 6 days, p &lt; 0.05). Although the overall complication rate was lower in the resident group (21.7% vs. 33.1% in the specialist surgeon group), this difference was not statistically significant (p = 0.105). The 30-day reoperation rate was 3.3% in the resident group and 8.6% in the specialist surgeon group (p = 0.179). In terms of severity, minor complications (Clavien–Dindo grades 1 and 2) were more common in the specialist group (p &lt; 0.05). The analysis of loop ileostomy reversals revealed no significant differences in postoperative outcomes between the two groups. Conclusions: Ileostomy reversal procedures performed by surgical residents under supervision are safe and feasible, with outcomes comparable to those performed only by specialist surgeons. These findings support ileostomy reversal as a valuable procedure for developing surgical residents’ skills and do not negatively affect postoperative outcomes.

Surgical Training Pathways in the United Kingdom and the United States: Lessons for Resource-Limited Settings From High-Income Countries.

Background Surgical training is a critical component of healthcare, especially in high-income countries such as the United Kingdom (UK) and the United States (US), which have established distinct, well-organised training frameworks. Comparing these systems provides valuable insights that may enhance global surgical education, particularly in low- and middle-income countries, where training and retaining proficient surgeons are considerable challenges. Methodology This comparative study examines the surgical training systems in the UK and the US, focusing on key aspects, including training structure, competency-based assessments, and work-hour regulations. Data were sourced from regulatory organisations such as the General Medical Council, the Royal College of Surgeons, the Accreditation Council for Graduate Medical Education, and the American Board of Surgery. The analysis explores how elements of these models might be adapted to support sustainable surgical education frameworks in resource-limited environments. Ethical approval was not required due to the use of publicly accessible data and no patient involvement. Results The UK and US surgical training systems differ substantially in their structure, training duration, and specialisation timing. The UK employs a tiered approach, offering generalist experience before specialisation, while the US favours early specialisation directly after medical school. Both systems implement competency-based evaluations, though the US system places a greater emphasis on case volume and procedural exposure. Work-hour regulations also vary, with the UK capping weekly hours at 48 under the European Working Time Directive, compared to an 80-hour maximum in the US, which results in differing levels of trainee satisfaction and burnout rates. Conclusions The competency-based assessments in both the UK and the US offer adaptable frameworks for resource-limited settings. The phased training approach in the UK is well-suited for environments requiring versatile surgeons capable of handling a wide range of cases. By implementing these adaptable elements, along with cost-effective training innovations such as simulation tools, e-learning platforms, and international partnerships, resource-constrained regions can foster a sustainable, skilled surgical workforce. These insights offer pathways to improve healthcare outcomes and equity globally by enhancing surgical capacity in regions with limited resources.

Automatic Final-Product Assessment of Virtual Reality Mastoidectomy Performance: A Validity and Reliability Study.

Assessment is key in modern surgical education to monitor progress and document sufficient skills. Virtual reality (VR) temporal bone simulators allow automated tracking of basic metrics such as time, volume removed, and collisions. However, adequate performance assessment further includes compound rating of the stepwise bony excavation, and exposure and preservation of soft tissue structures. Such complex assessment requires further development of automated assessment routines in the VR simulation environment. In this study, we present the integration of automated mastoidectomy final-product assessment with validation against manual rating. At two international temporal bone courses, 33 ORL trainees performed anatomical mastoidectomies in the Visible Ear (VR) Simulator with automatic performance assessment using a newly implemented rating routine based on the modified Welling Scale. Automated assessment was compared with manual ratings by experts using absolute agreement, intraclass correlation, and generalizability analysis to establish validity and reliability. The overall average agreement between manual and automatic assessment was 83.9% compared with the inter-rater agreement of 88.9%. A majority of items (15 out of 26) showed high agreement between automated and manual rating (>85%). Intraclass correlation coefficients were found to be high. Generalizability analysis with D-studies found that five repetitions per participant are needed for a G coefficient >0.8, which is considered necessary for high-stakes assessments. We have demonstrated the feasibility, validity, and reliability of an automatic assessment system integrated into a VR temporal bone simulator. This can prove to be an important tool for future self-directed training with skills certification.

Deep learning for surgical instrument recognition and segmentation in robotic-assisted surgeries: a systematic review

Applying deep learning (DL) for annotating surgical instruments in robot-assisted minimally invasive surgeries (MIS) represents a significant advancement in surgical technology. This systematic review examines 48 studies that utilize advanced DL methods and architectures. These sophisticated DL models have shown notable improvements in the precision and efficiency of detecting and segmenting surgical tools. The enhanced capabilities of these models support various clinical applications, including real-time intraoperative guidance, comprehensive postoperative evaluations, and objective assessments of surgical skills. By accurately identifying and segmenting surgical instruments in video data, DL models provide detailed feedback to surgeons, thereby improving surgical outcomes and reducing complication risks. Furthermore, the application of DL in surgical education is transformative. The review underscores the significant impact of DL on improving the accuracy of skill assessments and the overall quality of surgical training programs. However, implementing DL in surgical tool detection and segmentation faces challenges, such as the need for large, accurately annotated datasets to train these models effectively. The manual annotation process is labor-intensive and time-consuming, posing a significant bottleneck. Future research should focus on automating the detection and segmentation process and enhancing the robustness of DL models against environmental variations. Expanding the application of DL models across various surgical specialties will be essential to fully realize this technology’s potential. Integrating DL with other emerging technologies, such as augmented reality (AR), also offers promising opportunities to further enhance the precision and efficacy of surgical procedures.

Thirty-five years of the French Association of Urologists in Training (AFUF) a scoping review and bibliometric analysis of scientific literature conducted by urologists in training.

The objective of this scoping review was to identify the topics of research and the types of studies published by the French Association of Urologists in Training (AFUF) since it was created, 35 years ago and to perform a bibliometric analysis. A scoping review on PubMed, Google scholar, Excerpta Medica database (EMBASE) was conducted from 1989 until the 31st of December 2023. The PRISMA extended guidelines for scoping reviews were followed. Articles were independently screened and analyzed by two reviewers. The theme type, primary results, language of publication, number of male and female authors and number of citations from each included article were extracted. A total of 32 articles were included among which 17 surveys and 11 cohort studies. There was a median percentage of 20% women among authors. Fifteen articles (47%) were published in French and 17 articles in English. The median number of citations was 4.5. The topics covered were urologist in training's surgical education, well-being, professional practice, and urologic emergencies: renal trauma and spermatic cord torsion. The creation of large national databases enabled the generation of multiple studies focusing on previously under-represented topics. Over the 35 years since it was created, The AFUF has had an interesting and prolific scientific output. It has shown its concerns for urologists in training.

Making surgical education intuitive: A surgical robotics primer for pre-clinical medical students

BackgroundAs robotic surgeries increase nationwide, residency programs are implementing commensurate curriculum. Medical student exposure and comfort with these surgeries, however, is lagging. This program sought to improve student interest and confidence through additional robotic exposure. MethodsA two-part educational program was implemented at an academic institution. Part-one included a surgeon-led lecture and part-two a hands-on robotics primer where students were exposed to 3-D anatomy and instrumentation via robotic console. Data was collected via RedCap and analyzed for significance (p ​< ​0.05). ResultsThirty-two students participated in part one, ten of which were selected for part two. The majority (82 ​%) reported being interested or very interested in pursuing additional robotic experiences and 40 ​% reported improved confidence in actively assisting in a robotics case (p ​< ​0.005). ConclusionConducting robotic exposure events improves medical students' confidence and interest in seeking future robotic surgery experiences. As robotic surgery expands, medical students have shown to benefit from earlier exposure.

How I Do It: Process Control in Medical Student Experiences of Surgery

ObjectiveExtreme variation exists in teaching and clinical exposure for medical students, both from specialty-to-specialty but also between universities. There is mounting literature highlighting the need to reform and standardise surgical education to allow for unified graduate competency. In line with the recommendations from the GMC2 and the Royal College of Surgeons England (RCSE) 3, Queens University Belfast (QUB) significantly revised their undergraduate medical programme. Within this new curriculum is the introduction of Specialty Focus week in Surgery. This report reviews the processes used in the introduction of this week. DesignThe initial curriculum was formulated with a weekly timetable consisting of tutorials, bedside teaching and students following a peri-operative case. Run charts were populated with an alert when feedback dropped below a certain standard, which then triggered an intervention. ParticipantsFeedback was collected via a QR code from the first 200 surgical student. SettingsBelfast City Hospital in association with Queens university Belfast (QUB) undergraduate surgical curriculum. ResultsRun charts resulted in an alert when feedback dropped below 8/10. Following this we implemented smaller group bedside teaching. There was a significant improvement in feedback post intervention (P=0.04) with no further alerts. Overall feedback had a non-significant feedback improvement post intervention (P=0.07) with once again, no further alerts. ConclusionThis review has shown how we have provided some standardisation of local surgical teaching, as well as having a process centred model of monitoring. This curriculum is easy to implement and could be reproduced elsewhere.

See one, teach yourself one, do one: Barriers and opportunities in self-administered training and assessment for global surgical education

See one, teach yourself one, do one: Barriers and opportunities in self-administered training and assessment for global surgical education

Machine learning perioperative applications in visceral surgery: a narrative review.

Artificial intelligence in surgery has seen an expansive rise in research and clinical implementation in recent years, with many of the models being driven by machine learning. In the preoperative setting, machine learning models have been utilized to guide indications for surgery, appropriate timing of operations, calculation of risks and prognostication, along with improving estimations of time and resources required for surgeries. Intraoperative applications that have been demonstrated are visual annotations of the surgical field, automated classification of surgical phases and prediction of intraoperative patient decompensation. Postoperative applications have been studied the most, with most efforts put towards prediction of postoperative complications, recurrence patterns of malignancy, enhanced surgical education and assessment of surgical skill. Challenges to implementation of these models in clinical practice include the need for more quantity and quality of standardized data to improve model performance, sufficient resources and infrastructure to train and use machine learning, along with addressing ethical and patient acceptance considerations.

Evaluation of the Educational Quality of Endonasal Endoscopic Dacryocystorhinostomy Videos on YouTube with IVORY and LAP-VEGaS Guidelines.

Objective: The aim of this study was to evaluate the educational quality of endonasal endoscopic dacryocystorhinostomy (EE-DCR) videos on YouTube with Instructional Videos in Otorhinolaryngology by YO-IFOS (IVORY) and LAParoscopic surgery Video Educational GuidelineS (LAP-VEGaS) guidelines and to evaluate the correlation of the 2 guidelines. Methods: EE-DCR videos were queried using search terms on YouTube. Views, likes, likes/dislikes ratio, age, and length of videos were noted. Videos were evaluated using the IVORY and LAP-VEGaS guidelines. Two IVORY scores were created: total (IVORY-1) and organ-specific (IVORY-2). The correlation analysis between video features and guideline scores was performed. Results: A total of 61 EE-DCR videos were evaluated. The mean score of LAP-VEGaS was 10.3 (±SD 2.7), the mean IVORY-1 score was 22.5 (±SD 5.5), and the mean IVORY-2 score was 10.6 (±SD 1.94). Correlation analysis revealed a statistically significant correlation between the IVORY-1 total score and the number of likes, the duration of the video, the age of the video, and the LAP-VEGaS score. Linear regression analysis showed that higher IVORY-1 scores predicted longer video duration, newer video age, and higher LAP-VEGaS scores. There was a significant association between LAP-VEGaS categories and the IVORY-1 total score (P < .001). Conclusion: The quality of EE-DCR videos is generally low to moderate. The IVORY and LAP-VEGaS guidelines were found to be correlated with each other. Both guidelines can be used to evaluate EE-DCR videos and otolaryngology surgical education videos in general. We believe that scales such as IVORY and LAP-VEGaS may be improved according to specific surgical procedures.

Environmental Sustainability in Dermatological Surgery. Part 1: Reducing Carbon Intensity.

This two-part review addresses the pressing need for environmental sustainability in dermatological surgery, driven by the NHS's commitment to net-zero emissions. Part 1 focuses on strategies to reduce the carbon intensity of dermatological procedures by adopting low-carbon alternatives and optimising operational resource usage. Key strategies for a system-wide reduction in environmental impact include using leveraging local suppliers to reduce transport emissions, streamlining care models, promoting efficient waste management, and using mindful prescribing practices. Another aspect is integrating sustainability into dermatological education whilst minimising the carbon footprint of surgical education. Additionally, the review provides a comprehensive overview of optimising resource use in dermatological surgery, focusing on efficient management of consumables, equipment, and energy. This includes recycling, waste segregation, transitioning to reusable personal protective equipment and surgical instruments, and applying energy-saving and sustainable water use practices. By implementing these strategies, dermatological surgery can significantly reduce its environmental impact while upholding high standards of patient care.

Peer-led teaching with adjunctive virtual reality leads to increased confidence and engagement in surgical education amongst medical students

Abstract Purpose The aims of this study are to (1) evaluate the efficacy of peer-led teaching in post-surgical complications; (2) evaluate the role of virtual reality (VR) in peer-led teaching; and (3) assess the impact of performance-affecting factors (core knowledge coverage, quality of teaching, confidence in peer tutors, and engagement) in peer-led teaching with VR. Methods 30 medical students in clinical years of a 6-year Bachelor of Medicine and Bachelor of Surgery (MBChB) program participated in a peer-led tutorial and VR scenario on common post-surgical complications. Each tutorial consisted of two tutors and up to eight participants. Participants then answered a 13-item questionnaire using 5-point Likert scales. Results 28 (93%) participants showed marked improvement or remained at the previous ≥ 4 Likert rating for self-perceived experience and expertise after peer-led teaching (p &lt; 0.05); and 30 (100%) after the VR scenario (p &lt; 0.05). Increased confidence in peer tutors, quality of teaching and engagement correlated with improved confidence in VR and real-life post-surgical complications (p &lt; 0.05). 24 (80%) participants felt performance pressure was diminished with VR simulation. Conclusions The use of peer-led teaching with VR scenarios increases medical student engagement in learning and confidence in dealing with post-surgical complications. Further long-term research with larger cohorts is recommended.