Traditional teaching methods
Numerous teaching methodologies have been proposed to enhance theoretical surgical training (see Table 2). Blended learning—also referred to as hybrid learning/inverted learning—can combine traditional face-to-face learning and synchronous Internet and digital media, catering to trainee-specific learning styles [1]. Unfortunately, many of these approaches tend to be instructor-centered, leading to a passive learning experience for students. This passivity can hinder their ability to retain knowledge and apply it effectively in real-world scenarios [2].
To address this issue, innovative educational strategies that promote active engagement are essential. For instance, incorporating simulation-based training and problem-based learning can significantly enhance students’ retention and application of knowledge. By fostering an environment where students actively participate in their learning process, we can better prepare them for the challenges they will face in their surgical careers.
A balanced approach that values both theoretical understanding and practical skill development is vital for effective surgical training. By moving away from traditional, passive learning methods and embracing more interactive and engaging techniques, we can cultivate a new generation of skilled surgeons who are well-equipped to meet the demands of modern medicine.
Table 2. Teaching Methods
| Lecture-Based Learning (LBL) | A traditional, teacher-centered method that delivers knowledge systematically. While comprehensive, it may lack engagement and practical application [3]. |
| Case-Based Learning (CBL) | Focuses on real patient cases to enhance problem-solving and critical thinking. This method encourages self-directed learning and is generally well-received by students [4]. |
| Problem-Based Learning (PBL) | A student-centered approach that promotes collaborative learning in small groups. Studies show that PBL enhances understanding and retention compared to traditional methods [5]. |
| Flipped Classroom | Students learn theoretical content independently before class, allowing in-class time for application and discussion. This method has improved student satisfaction and performance [6]. |
| Team-Based Learning (TBL) | Combines individual preparation with collaborative group work, fostering teamwork and accountability. TBL has shown to enhance learning outcomes compared to traditional self-directed learning [7]. |
| Simulation-Based Training (SBT) | Utilizes various simulation techniques to teach surgical skills, providing a safe environment for practice. SBT has been effective in improving both theoretical knowledge and practical skills [8]. |
| Virtual Learning | The pandemic accelerated the adoption of online learning methods, including virtual simulations and e-learning platforms. These technologies have become essential for surgical education, allowing for flexible and accessible learning experiences [9]. |
Sources:
[1] Engel, A. (2014, Hybrid learning: to blend, flip, and interact. Colorectal Dis, 16: 325-326. https://doi.org/10.1111/codi.12621
[2] Schwartz RW, Donnelly MB, Young B, Nash PP, Witte FM, Griffen WO Jr. Undergraduate surgical education for the twenty-first century. Ann Surg. 1992 Dec;216(6):639-47. doi: 10.1097/00000658-199212000-00005. PMID: 1466617; PMCID: PMC1242710
[3] Zhao, W., He, L., Deng, W., Zhu, J., Su, A., & Zhang, Y. (2020). The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Med. Educ., 20:381. doi:10.1186/s12909-020-02306-y.
[4] Muthukrishnan, S. P., Chandran, D. S., Afreen, N., Bir, M., Dastidar, S. G., Jayappa, H., et al. (2019). Planning, implementation, and evaluation of multicomponent, case-based learning for first-year Indian medical undergraduates. Adv. Physiol. Educ., 43, 504–511. doi:10.1152/advan.00080.2019.
[5] Davari, F. V., Teymouri, F., Amoli, H. A., Mojtabavi, H., Sharifi, A., Alaeddini, F., et al. (2021). Problem-based learning as an effective method for teaching theoretical surgery courses to medical students. J. Educ. Health Promot., 10:477. doi:10.4103/jehp.jehp_266_21.
[6] Hernandez-Guerra, M., Quintero, E., Morales-Arraez, D. E., Carrillo-Pallares, A., Nicolas-Perez, D., Carrillo-Palau, M., et al. (2021). Comparison of flipped learning and traditional lecture method for teaching digestive system diseases in undergraduate medicine: a prospective non-randomized controlled trial. Med. Teach., 43, 463–471. doi:10.1080/0142159X.2020.1867312.
[7] Sim, S. K., Myo, N., & Sohail, M. (2023). Team-based self-directed learning enhanced students’ learning experience in undergraduate surgical teaching. Med J Malaysia, 78, 61–67.
[8] Plana, N. M., Rifkin, W. J., Kantar, R. S., David, J. A., Maliha, S. G., Farber, S. J., et al. (2019). A prospective, randomized, blinded trial comparing digital simulation to textbook for cleft surgery education. Plast. Reconstr. Surg., 143, 202–209. doi:10.1097/PRS.0000000000005093.
[9] Schlegl, A. T., Pinter, Z., Kovacs, A., Kopjar, E., Varga, P., Kardos, D., et al. (2020). Teaching basic surgical skills using homemade tools in response to COVID-19. Acad. Med., 95:e7. doi:10.1097/ACM.0000000000003586.