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Objective <p>The study aimed to identify and evaluate the most commonly used and valued learning and training strategies in shoulder and elbow surgery across different stages of surgical education.</p> Methods <p>An online survey was conducted among medical students, residents, and specialists between November 2024 and February 2025 using a&#xa0;16-item questionnaire. The survey covered training strategies, tools employed for surgical preparation, fundamental requirements for surgical procedures, demographic data, and the respective levels of training.</p> Results <p>A&#xa0;total of 214 participants (34.6% medical students, 23.4% residents, and 42.0% specialists) completed the survey. Structured planning of surgical steps (4.78 ± 0.50) and repetition of anatomical knowledge (4.62 ± 0.60) were rated as most important for surgical readiness. Experts valued anatomical knowledge and seeking support significantly more than students and residents did, while residents rated knowledge of surgical steps as least important. Traditional learning resources such as textbooks (65.1%), online portals (62.3%), and videos (53.5%) were used more frequently than virtual reality or simulators. Key prerequisites for independent surgery included sterility awareness, seeking support, and preoperative preparation (all ≥ 4.70). Training was rated as more important than innate talent. Mentoring was rated as important (4.38); 34.5% of participants reported having a&#xa0;mentor, but this was significantly less commonly reported by women (18.9% vs. 41.7%, <i>p</i> = 0.004).</p> Conclusion <p>Structured training is valued more highly than innate talent in surgical education. Educational priorities differ by experience, with experts emphasizing safety, while residents focus more on peer comparison. Women report fewer mentoring opportunities, highlighting persistent gender gaps. Despite technological advances, traditional learning resources continue to play a&#xa0;central role.</p>

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Effective learning strategies in surgical training

  • 期刊论文

  • 发表日期：

    2025年10月23日

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  • Luca M. Gellert,
  • Verena Edler,
  • Yasmin Youssef,
  • Sebastian Lappen,
  • Christina Lorenz,
  • Larissa Eckl,
  • Tobias Gruber

摘要

Objective

The study aimed to identify and evaluate the most commonly used and valued learning and training strategies in shoulder and elbow surgery across different stages of surgical education.

Methods

An online survey was conducted among medical students, residents, and specialists between November 2024 and February 2025 using a 16-item questionnaire. The survey covered training strategies, tools employed for surgical preparation, fundamental requirements for surgical procedures, demographic data, and the respective levels of training.

Results

A total of 214 participants (34.6% medical students, 23.4% residents, and 42.0% specialists) completed the survey. Structured planning of surgical steps (4.78 ± 0.50) and repetition of anatomical knowledge (4.62 ± 0.60) were rated as most important for surgical readiness. Experts valued anatomical knowledge and seeking support significantly more than students and residents did, while residents rated knowledge of surgical steps as least important. Traditional learning resources such as textbooks (65.1%), online portals (62.3%), and videos (53.5%) were used more frequently than virtual reality or simulators. Key prerequisites for independent surgery included sterility awareness, seeking support, and preoperative preparation (all ≥ 4.70). Training was rated as more important than innate talent. Mentoring was rated as important (4.38); 34.5% of participants reported having a mentor, but this was significantly less commonly reported by women (18.9% vs. 41.7%, p = 0.004).

Conclusion

Structured training is valued more highly than innate talent in surgical education. Educational priorities differ by experience, with experts emphasizing safety, while residents focus more on peer comparison. Women report fewer mentoring opportunities, highlighting persistent gender gaps. Despite technological advances, traditional learning resources continue to play a central role.