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Background <p>Microsurgery is essential for the precise repair of delicate anatomical structures in reconstructive, peripheral nerve, hand, plastic surgery, and other surgical specialties. Despite its critical role in modern medicine, microsurgical training remains heterogeneous across institutions and regions. Existing programs vary in duration, equipment, trainee-to-instructor ratio, ethical model use, and assessment methods, and relatively little attention has been given to the deliberate preparation of future microsurgical educators.</p> Objective <p>To describe the rationale, design, structure, and pilot implementation of a novel Train-the-Trainer (TTT) curriculum in microsurgery developed at the Microsurgery Training and Research Laboratory (MTRL) at Columbia University.</p> Methods <p>This descriptive educational program evaluation was informed by three components: a review of the microsurgical education literature, alignment with published international microsurgical training recommendations, and iterative refinement based on pilot implementation and feedback. The inaugural TTT participant completed the curriculum while serving as a supervised teaching assistant in the Basic Microsurgery course. Evaluation sources included structured faculty observation, narrative participant feedback, learner evaluations, and an initial longitudinal quality-improvement framework. The course was complemented by the laboratory’s recently published training manual, Microsurgery 101: Tips and Tricks for Microvascular and Peripheral Nerve Repair Techniques. The manual and its accompanying video series serve as open-access resources that detail the procedures taught in MTRL courses.</p> Results <p>The finalized curriculum was organized into five modules: Theoretical Foundations of Microsurgery, Practical Microsurgical Skills, Teaching Methodologies, Assessment and Feedback, and Continuous Professional Development. The pilot supported the feasibility of an apprenticeship-based instructor training model in which the trainee progressed from observation to supervised demonstration and independent coaching of learners. Learner evaluations yielded high ratings of instructional effectiveness, with a mean item score of 4.63/5 with the majority of responses in the highest rating category (score of 5).</p> Conclusion <p>The MTRL TTT program provides a structured framework for preparing future microsurgery instructors and may serve as a foundation for more standardized educator development in microsurgical training. By integrating technical proficiency with pedagogical development, the program is designed to help future microsurgical instructors teach effectively. Further implementation across additional participants and institutions is needed to evaluate reproducibility, long-term transfer, and broader educational impact.</p>

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Cultivating the next generation of microsurgery instructors: a pilot model for microsurgical train-the-trainer programs

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月18日

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  • Rachael Hutson,
  • Joseph Abboud,
  • Sophia Jao,
  • Naomi Lammens,
  • Alexander Warasta,
  • Sam Snediker,
  • Yelena Akelina

摘要

Background

Microsurgery is essential for the precise repair of delicate anatomical structures in reconstructive, peripheral nerve, hand, plastic surgery, and other surgical specialties. Despite its critical role in modern medicine, microsurgical training remains heterogeneous across institutions and regions. Existing programs vary in duration, equipment, trainee-to-instructor ratio, ethical model use, and assessment methods, and relatively little attention has been given to the deliberate preparation of future microsurgical educators.

Objective

To describe the rationale, design, structure, and pilot implementation of a novel Train-the-Trainer (TTT) curriculum in microsurgery developed at the Microsurgery Training and Research Laboratory (MTRL) at Columbia University.

Methods

This descriptive educational program evaluation was informed by three components: a review of the microsurgical education literature, alignment with published international microsurgical training recommendations, and iterative refinement based on pilot implementation and feedback. The inaugural TTT participant completed the curriculum while serving as a supervised teaching assistant in the Basic Microsurgery course. Evaluation sources included structured faculty observation, narrative participant feedback, learner evaluations, and an initial longitudinal quality-improvement framework. The course was complemented by the laboratory’s recently published training manual, Microsurgery 101: Tips and Tricks for Microvascular and Peripheral Nerve Repair Techniques. The manual and its accompanying video series serve as open-access resources that detail the procedures taught in MTRL courses.

Results

The finalized curriculum was organized into five modules: Theoretical Foundations of Microsurgery, Practical Microsurgical Skills, Teaching Methodologies, Assessment and Feedback, and Continuous Professional Development. The pilot supported the feasibility of an apprenticeship-based instructor training model in which the trainee progressed from observation to supervised demonstration and independent coaching of learners. Learner evaluations yielded high ratings of instructional effectiveness, with a mean item score of 4.63/5 with the majority of responses in the highest rating category (score of 5).

Conclusion

The MTRL TTT program provides a structured framework for preparing future microsurgery instructors and may serve as a foundation for more standardized educator development in microsurgical training. By integrating technical proficiency with pedagogical development, the program is designed to help future microsurgical instructors teach effectively. Further implementation across additional participants and institutions is needed to evaluate reproducibility, long-term transfer, and broader educational impact.