The impact of dynamic adaptive teaching model on surgical education.

Objective To investigate the impact of dynamic adaptive teaching model on surgical education. Methods Due to the COVID-19 pandemic in 2020, we adopted dynamic adaptive teaching model in the Department of Breast Surgery, Peking Union Medical College Hospital, which divided the whole curriculum into several individual modules and recombined different modules to accommodate to student's levels and schedules. Meanwhile, adaptive strategy also increased the proportion of online teaching and fully utilized electronic medical resources. The present study included quantitative teaching score (QTS) recorded from January 2020 to June 2020, and used the corresponding data from 2019 as control. The main endpoint was to explore the impact of dynamic adaptive teaching model on overall QTS and its interaction effect with trainer's experience and student category. Results Totally, 20 trainers and 181 trainees were enrolled in the present study. With implementation of dynamic adaptive strategy, the overall QTS decreased dramatically (1.76+/-0.84 vs. 4.91+/-1.15, t=4.85, P=0.005). The impact was consistent irrespective of trainers' experience (high experience trainers: 0.85+/-0.40 vs. 2.12+/-0.44, t=4.98, P=0.004;medium experience trainers: 0.85+/-0.29 vs. 2.06+/-0.53, t=4.51, P=0.006;and low experience trainers: 0.10+/-0.16 vs. 0.44+/-0.22, t=2.62, P=0.047). For resident (including graduate) and undergraduate student teaching, both QTS was lower with dynamic strategy (residents: 0.18+/-0.34 vs. 0.97+/-0.14, t=4.35, P=0.007;undergraduate students 1.57+/-0.55 vs. 3.77+/-1.24, t=3.62, P=0.015), but dynamic strategy was effective for post-doc student subgroup and reached comparable QTS as traditional model (0.00+/-0.00 vs. 0.17+/-0.41, t=1.00, P=0.363). Conclusions Dynamic adaptive teaching strategy could be a useful alternative to traditional teaching model for post-doc students. It could be a novel effective solution for saving teaching resources and providing individualized surgical teaching modality.Copyright © 2023, Peking Union Medical College Hospital. All rights reserved.

Comparison of Self-Reported to Automated General Surgery Case Logging by a Secure Web-Based Data Management Platform throughout the COVID-19 Pandemic

Introduction: A decrease in operative volume of general surgery chiefs graduating the first year of the COVID-19 pandemic (2020) was previously noted using self-reported Accreditation Council for Graduate Medical Education (ACGME) case logs. The purpose of this study is to examine if this trend was captured in self-reported case logs and if those trends were similarly captured in an automated multi-institution artificial intelligence-based case log. Method(s): The ACGME National Data Report of general surgery cases was queried for mean cases performed as surgeon chief for the pre-pandemic (2018-2019) and pandemic (2019-2020 and 2020- 2021) period. A 24-institute HIPAA-compliant, web-based, surgical education management platform using an embedded artificial intelligence algorithm to generate case logs from electronic operative schedules was also queried. Percent change was calculated and statistical significance was calculated with unpaired T-Test. Result(s): Fifty-three ACGME categories were reviewed. A significant (p<0.05) decrease occurred in 19 categories (35.8%) the first pandemic year compared with pre-pandemic. The second pandemic year (2020-2021) 10 categories (18.8%) had a significant increase (p<0.05). The automated case log system did not see the same trend with only 2.7% of categories (9/324) with a significant decrease the first pandemic year. No subsequent significant increases occurred the second pandemic year. Conclusion(s): ACGME case logs reveal a recovery of operative volume for general surgery chiefs during the second year of the pandemic. However, the 24-institution, automatically logged system did not see the same trend. Regional variation or improved accuracy of automated case logs may explain the discrepancy.

Introducing the Dilation and Evacuation Technique in Brazil: Lessons Learned From an International Partnership to Expand Options for Brazilian Women and Girls.

Dilation and evacuation (D&E) is the recommended surgical procedure for uterine evacuation in the second trimester. Despite its established safety record, it is not routinely available in most countries around the world. In this paper, we describe the multi-phase capacity-building project we undertook to introduce D&E in Brazil. First, we invited a highly motivated obstetrician-gynecologist and abortion provider to complete an observership at an established D&E site in the United States. We then organized a month-long clinical training for two experienced gynecologists in Brazil, followed by ongoing remote mentorship. Almost all patients we approached during the training opted for D&E, and all expressed satisfaction with their experience. Despite the restrictive legal setting and prevailing abortion stigma in Brazil, our training was well-received, and we did not experience any overt resistance from hospital staff. We learned that obtaining institutional support is essential; and that presenting scientific evidence during dedicated didactic times was an important strategy to obtain buy-in from other local healthcare providers. An important challenge we encountered was low case volume given the restrictive legal setting. We addressed this by partnering with nearby hospitals and non-profit organizations for patient referrals. We also rescheduled, adapted and optimized this project for implementation in the midst of the COVID-19 pandemic. Despite the challenges we faced, this project led to the successful introduction of D&E up to 16-18 weeks at two sites in Brazil. In the future, we plan additional training to increase capacity for D&E at more advanced gestational ages.

The use of social media and virtual opportunities by integrated vascular surgery residency programs during the COVID-19 pandemic.

OBJECTIVES: The COVID-19 pandemic has significantly affected the 2021 match application cycle as in person sub-internships and interviews have been halted. Given the abrupt change, we aimed to characterize the utilization of social media and virtual open house platforms by integrated vascular surgery residency programs for outreach and networking during the pandemic for the 2021 cycle. METHODS: A list of accredited integrated vascular surgery residency programs was compiled using the Electronic Residency Application Service (ERAS) website provided by the Academic Medical Colleges (AMC). The social media platforms Twitter, Instagram, and Facebook were queried for accounts associated with the training programs or their associated institutional vascular surgery divisions. Each discovered account was surveyed for date of creation as well as posts outlining virtual interactive events such as open houses, meet-and-greets, and virtual sub-internship opportunities. Slopes of the curves representing total account numbers and account numbers on each platform were compared from pre-COVID to current day using linear regression and t-statistics. RESULTS: There were 64 integrated vascular surgery residency programs participating in the 2021 match cycle. 70.3% (N = 45) of programs had a social media presence on at least one of the three platforms. 54.7% (N = 35) of programs had an associated Twitter account. 43.9% (N = 28) of programs had an associated Instagram account. Six (9.4%) programs were found on Facebook. The number of social media accounts significantly increased from March 2020 (37 vs 69, p < .001) to March 2021. CONCLUSIONS: Vascular surgery residency programs have significantly increased use of social media platforms over a 12-month period beginning in March 2020, indicating adaptation to the restrictions prompted by the pandemic.

Training in vascular trauma surgery for non-vascular surgeons: Vascular trauma surgery skills course.

Background: The experience of general and trauma surgeons in vascular trauma management has decreased with sub-specialization of surgery and working hours restrictions. We introduce a vascular trauma surgery skills course established to train German military surgeons prior to their deployment to conflict areas. Methods: The intention and implementation of the vascular trauma course for non-vascular surgeons is described in detail. Results: In hands-on courses, participants learn and train basic vascular surgical techniques on more realistic extremity, neck, and abdominal models with pulsatile vessels. A fundamental and an advanced course each provide military as well as civilian surgeons from different non-vascular specialties with a surgical skill set including direct vessel sutures, patch angioplasty, anastomosis, thrombectomy, and resuscitative endovascular balloon occlusion of the aorta (REBOA) in order to render them capable of managing major vascular injuries. Conclusion: The experiences of this vascular trauma surgical skills course, initially established for military surgeons, can also be of use to all civilian general, visceral, and trauma surgeons occasionally facing traumatic or iatrogenic vascular injuries. Thus, the introduced vascular trauma course is valuable for all surgeons working in trauma centers.

Evaluation of augmented reality technology in global urologic surgery.

BACKGROUND: The COVID-19 pandemic drastically reduced opportunities for surgical skill sharing between high-income and low to middle-income countries. Augmented reality (AR) technology allows mentors in one country to virtually train a mentee in another country during surgical cases without international travel. We hypothesize that AR technology is an effective live surgical training and mentorship modality. METHODS: Three senior urologic surgeons in the US and UK worked with four urologic surgeon trainees across the continent of Africa using AR systems. Trainers and trainees individually completed post-operative questionnaires evaluating their experience. RESULTS: Trainees rated the quality of virtual training as equivalent to in-person training in 83% of cases (N = 5 of 6 responses). Trainers reported the technology's visual quality as "acceptable" in 67% of cases (N = 12 of 18 responses). The audiovisual capabilities of the technology had a "high" impact in the majority of the cases. CONCLUSION: AR technology can effectively facilitate surgical training when in-person training is limited or unavailable.

Postgraduate Surgical Training in the UK: the Trainees' Perspective.

Over the last 20 years, surgical training in the United Kingdom (UK) has changed dramatically. There have been considerable efforts towards creating a programme that delivers the highest standard of training while maintaining patient safety. However, the journey to improve the quality of training has faced several hurdles and challenges. Recruitment processes, junior doctor contracts, flexible working hours and equality and diversity have all been under the spotlight in recent times. These issues, alongside the extended surgical team and the increasingly recognised importance of trainee wellbeing, mean that postgraduate surgical training is extremely topical. Alongside this, as technology has evolved, this has been incorporated into all aspects of training, from recruitment to simulated training opportunities and postgraduate examinations. The coronavirus (COVID-19) pandemic has brought technology and simulation to the forefront in an attempt to compensate for reduced operative exposure and experience, and has transformed the way that we learn and work. In this article, we reflect on the UK surgical trainee experience and discuss areas of success as well as highlighting potential areas for improvement going forward.

Burnout in Surgical Trainees: a Narrative Review of Trends, Contributors, Consequences and Possible Interventions.

Surgical disciplines are popular and training places are competitive to obtain, but trainees report higher levels of burnout than either their non-surgical peers or attending or consultant surgeons. In this review, we critically summarise evidence on trends and changes in burnout over the past decade, contributors to surgical trainee burnout, the personal and professional consequences of burnout and consider the evidence for interventions. There is no evidence for a linear increase in burnout levels in surgeons over the past decade but the impact of the COVID-19 pandemic has yet to be established and is likely to be significant. Working long hours and experiencing stressful interpersonal interactions at work are associated with higher burnout in trainees but feeling more supported by training programmes and receiving workplace supervision are associated with reduced burnout. Burnout is associated with poorer overall mental and physical well-being in surgical trainees and has also been linked with the delivery of less safe patient care in this group. Useful interventions could include mentorship and improving work conditions, but there is a need for more and higher quality studies.

Global Plastic Surgery: A Review of the Field and a Call for Virtual Training in Low- and Middle-Income Countries.

Lack of surgical access severely harms countless populations in many low- and middle-income countries (LMICs). Many types of surgery could be fulfilled by the plastic surgeon, as populations in these areas often experience trauma, burns, cleft lip and palate, and other relevant medical issues. Plastic surgeons continue to contribute significant time and energy to global health, primarily by participating in short mission trips intended to provide many surgeries in a short time frame. These trips, while cost-effective for lack of long-term commitments, are not sustainable as they require high initial costs, often neglect to educate local physicians, and can interfere with regional systems. Education of local plastic surgeons is a key step toward creating sustainable plastic surgery interventions worldwide. Virtual platforms have grown popular and effective-particularly due to the coronavirus disease 2019 pandemic-and have shown to be beneficial in the field of plastic surgery for both diagnosis and teaching. However, there remains a large potential to create more extensive and effective virtual platforms in high-income nations geared to educate plastic surgeons in LMICs to lower costs and more sustainably provide capacity to physicians in low access areas of the world.

Le manque d'accès à la chirurgie nuit sévèrement aux vastes populations de nombreux pays à revenus intermédiaires et faibles (PRIF). De nombreux types d'interventions chirurgicales pourraient être exécutés par les chirurgiens plastiques, car les populations de ces régions ont souvent des traumatismes, des brûlures, des fentes labio-palatines et d'autres problèmes médicaux pertinents. La chirurgie plastique continue d'accorder beaucoup de temps et d'énergie à la santé globale, principalement en participant à de courtes missions ayant pour but de résoudre de nombreux problèmes chirurgicaux dans un court laps de temps. Ces voyages, bien que rentables et influenceurs à court terme, n'ont pas d'effet durable, car ils ont des coûts initiaux élevés, négligent souvent d'éduquer les médecins locaux et peuvent perturber les systèmes régionaux. La formation de chirurgiens plastiques locaux est une étape essentielle pour la création d'interventions de chirurgie plastique durables dans le monde. Les plateformes virtuelles sont devenues populaires et efficaces, en particulier à cause de la pandémie de COVID-19, et ont montré leurs avantages dans le champ de la chirurgie plastique en matière de diagnostic et d'enseignement des divers facteurs de chirurgie plastique. Il existe un vaste potentiel pour la création de plateformes virtuelles permettant à des experts des pays à revenus élevés de former des chirurgiens plastiques de PRIF afin d'offrir des moyens plus rentables et durables à ces médecins exerçant dans des régions du monde où l'accès aux soins est plus limité.

Scotland's "Incentivised Laparoscopy Practice" programme: Engaging trainees with take-home laparoscopy simulation.

BACKGROUND: The transfer validity of portable laparoscopy simulation is well established. However, attempts to integrate take-home simulation into surgical training have met with inconsistent engagement worldwide, as for example in our 2014-15 study of an Incentivised Laparoscopy Practice programme (ILPv1). Drawing on learning from our subsequent multi-centre study examining barriers and facilitators, we revised the programme for 2018 onwards. We now report on engagement with the 2018-2022 versions of this home-based simulation programme (ILP v2.1-2.3). METHODS: In ILP v2.1-2.3, three consecutive year-groups of new-start Core Surgical Trainees (n = 48, 46 and 53) were loaned portable simulators. The 6-month education programme included induction, technical support, and intermittent feedback. Six tasks were prescribed, with video instruction and charting of metric scores. Video uploads were required and scored by faculty. A pass resulted in an eCertificate, expected at Annual Review (but not mandatory for progression). ILP was set within a wider reform, "Improving Surgical Training". RESULTS: ILP v2.1-2.3 saw pass rates of 94%, 76% and 70% respectively (45/48, 35/46 and 37/53 trainees), compared with only 26% (7/27) in ILP v1, despite now including some trainees not intending careers in laparoscopic specialties. The ILP v2.2 group all reported their engagement with the whole simulation strategy was hampered by the COVID19 pandemic. CONCLUSIONS: Simply providing take-home simulators, no matter how good, is not enough. To achieve trainee engagement, a whole programme is required, with motivated learners, individual and group practice, intermittent feedback, and clear goals and assessments. ILP is a complex intervention, best understood as a "reform within a reform, within a context."

Orthopaedic Hand Surgical Simulation Training: A Review

In recent years, new orthopaedic surgical simulation and virtual reality (VR) training models have emerged to provide unlimited education medium to an unlimited number of trainees with no time limit, especially in response to trainee work-hour restrictions. Surgical simulators range from simple wooden boxes to animal and cadaver models to three-dimensional-printed and VR simulators. The coronavirus disease 2019 pandemic further highlighted the need for at-home learning tools for orthopaedic surgical trainees. Advancement in simulating shoulder and knee arthroscopies using VR simulators surpasses the other fields in orthopaedic surgery. Despite the high degree of precision needed to operate at a microscopic level involving vessels, nerves, and the small bones of the hand, the simulation tools have limited advancement in the field of orthopaedic hand surgery. This narrative review summarizes the status of surgical simulation and training techniques available to orthopaedic hand surgical trainees, factors affecting their application, and areas in hand surgery that still lag behind their surgical subspecialty counterparts.

The impact of COVID-19 on surgical training, education and burnout among different surgical specialties in Qassim region, Saudi Arabia

Background: The loss of normalcy during the COVID-19 pandemic affected operation services in health facilities, leading to a reduction in the number of elective surgeries. The pandemic-related modifications in surgical residency programs gave rise to a chance to investigate effective learning strategies that help reduce burnout. Objectives: To investigate the effects of the COVID-19 epidemic on general surgeons' burnout, surgical education and training in the Qassim Region of Saudi Arabia. Methods: This cross-sectional study involved general surgery doctors in the hospitals of the Qassim region in Saudi Arabia. Results: The COVID-19 patient care had a detrimental effect on the role of examining patients on rounds among females (adjOR = 0.260, 95%CI: 0.084-0.809;p = 0.020) and males (adjOR = 0.426, 95% CI: 0.232-0.780;p = 0.006). COVID-19 patient care had a negative impact on the number of days off in a month among females (adjOR = 0.159, 95% CI: 0.029-0.875;p = 0.035). Equally, COVID-19 patient care had a negative impact on meeting ACGME's minimum requirements (adjOR = 0.163, 95% CI: 0.042-0.634;p = 0.009) as noted by the specialist. Lastly, COVID-19 patient care had a negative impact as expressed by the specialist who was concerned the pandemic had made one less prepared for the future (adjOR = 0.074, 95% CI: 0.007-0.739;p = 0.027). Conclusions: COVID-19 patient care had a negative relationship with the operation volume on the role of examining patients on rounds, the likelihood of not meeting the ACGME's minimum requirements and burnout concerns. The specialist is more concerned with matters regarding meeting the ACGMEs and burnout concerns which would make the general surgery doctors less prepared for the future.

Telepresence for surgical assistance and training using eXtended reality during and after pandemic periods.

Existing challenges in surgical education (See one, do one, teach one) as well as the COVID-19 pandemic make it necessary to develop new ways for surgical training. Therefore, this work describes the implementation of a scalable remote solution called "TeleSTAR" using immersive, interactive and augmented reality elements which enhances surgical training in the operating room. The system uses a full digital surgical microscope in the context of Ear-Nose-Throat surgery. The microscope is equipped with a modular software augmented reality interface consisting an interactive annotation mode to mark anatomical landmarks using a touch device, an experimental intraoperative image-based stereo-spectral algorithm unit to measure anatomical details and highlight tissue characteristics. The new educational tool was evaluated and tested during the broadcast of three live XR-based three-dimensional cochlear implant surgeries. The system was able to scale to five different remote locations in parallel with low latency and offering a separate two-dimensional YouTube stream with a higher latency. In total more than 150 persons were trained including healthcare professionals, biomedical engineers and medical students.

The impact of a novel surgical forum, 'Virtual Surgical Speed Dating', on career perception for medical students: a pilot study.

BACKGROUND: The SARS-CoV-2 pandemic limited medical student's exposure to surgical specialities, potentially affecting their understanding of specialties and limiting access to mentorship. AIMS: To develop a novel online 'round table' session to increase medical student's exposure to surgical careers, and to assess the value of the event as an educational tool. METHOD: A virtual education session was held, with questionnaires being completed before and after the virtual event. The event began with an introduction to surgical training. Participants rotated every 10 min in groups, with two specialties represented by a specialist registrar at each station. Data were analysed using a 5-point Likert scale, and a Student Evaluation of Educational Quality (SEEQ) questionnaire was completed. RESULTS: Of the 19 students involved, 14 (73.7%) were female, and 16 (84.2%) were undergraduate. The specialty attendees were most interested in before and after the event were neurosurgery (21.1%, n = 4) and cardiothoracic surgery (26.3%, n = 5), respectively. Five (26.3%) students changed the subspecialty they were most interested in after the event. Attendees' knowledge of surgical training in Ireland improved from 52.6% prior to the educational session to 69.5% after (p < 0.001). The session resulted in an increase in the perceived importance of research (4 [IQR 2-4] versus 4 [IQR 4-5], p = 0.0021). CONCLUSIONS: This 'Virtual Surgical Speed Dating' event offered medical students an opportunity to interact with various surgical specialties despite the SARS-CoV-2 pandemic. The novel approach increased medical students' exposure to surgical trainees, improved knowledge of training pathways and altered student values influencing career decision-making.

General Surgery Training and One Year of COVID-19. What Has Been the Impact on Residents' Operating Room Surgical Activity? A Report From an Italian Academic Hospital.

BACKGROUND: In the last year and a half, the COVID-19 pandemic has put great pressure on the healthcare systems of many countries, Italy included, leading to a reorganization of hospital activities and a dramatic reduction in surgical activity. Our study aimed to evaluate, from a quantitative and qualitative perspective, the impact of this reduction on the formation of surgery residents at the Academic Hospital of Udine. METHODS: We compared the resident's surgical activity during the pandemic year (March 2020-2021) with the one during the pre-pandemic year, declining the surgical procedures by timing, type, and complexity and categorizing the residents by postgraduate year (PGY) and surgical role. RESULTS: Our analysis highlighted how the main reductions occurred in the elective and medium complexity surgery due to the procrastination of benign pathologies such as hernias, cholelithiasis, and hemorrhoids, which also appeared to be the more frequent cases where the residents are first operators. On the other hand, the residents of the last PGY still maintained a good exposure to neoplasm and high complexity interventions, which are cardinal aspects in the last year of formation. CONCLUSIONS: These results mostly confirmed the critical points noted by the resident surgeons themselves, highlighting however the specific impact on different PGY and surgical activities, offering a starting point to better understand how to challenge the negative effect that the COVID-19 pandemic has had on the surgical resident formation.

Effect of coronavirus pandemic on oral and maxillofacial surgical education and training: Developing standards for effective online training

Oral and maxillofacial surgery deals with the diagnosis and treatment of dentofacial problems and usually requires a four year specialized training after a bachelor's degree in dental surgery. The COVID 19 pandemic in early 2020 led to disruptions in the training programs worldwide and urged the supervisors and faculty to devise ways and means to continue the residents' learning experience utilizing different online teaching modalities. An account of some strategies for developing standards for effective online training to equip oral and maxillofacial training programs for similar future emergencies.Copyright © 2022 The Authors

The British Society for Dermatological Surgery virtual surgery learning project

Dermatological surgery training across the UK has been severely affected by the COVID-19 pandemic, with reduced face-to-face clinical activity, trainee redeployment and suspension of specialist rotations. Simultaneously, the new dermatology curriculum implemented in August 2021 has set the bar for surgical competency even higher than previously, while surgical courses and meetings that trainees have relied upon to augment their skills and knowledge have had to be suspended. Achieving curriculum learning outcomes has therefore been very challenging, and has been highlighted at National Dermatology Trainee Meetings, as well as reflected in General Medical Council surveys. In response to these difficulties, the British Society for Dermatological Surgery (BSDS) and the British Association of Dermatologists have sought new ways of delivering aspects of surgical training and established the 'Virtual Surgery Learning Project' (VSLP). A pilot group of senior dermatological surgeons and a dermatology specialist trainee with interests in education and digital technology was set up to map the project in early summer 2021, to explore possible modules and secure technical support from an e-learning company with expertise in producing innovative virtual learning. Five key aspects of surgical training were identified: surgical anatomy of the head and neck, informed consent and medicolegal matters, local anaesthesia, preoperative assessment and biopsy techniques. Over 30 volunteers, comprising dermatology specialist trainees, Mohs fellows and consultants from across the country were then recruited to the project in September 2021 and divided into working groups to design the modules, each led by a consultant with an interest in medical education and/or skin surgery. The five virtual modules are each based on clinical cases encountered in daily practice. They have been developed with a key emphasis on interactive learning and innovative self-assessment features to consolidate teaching outcomes, encourage trainee engagement and facilitate deeper learning. Users can access the 45-60-min modules at their choosing on multiple platforms. The presentation will show the features of the modules, the interactivity and innovations they contain, as well as explore how the modules were developed. While not intended as a replacement for hands-on surgical experience, the VSLP goes a significant way in addressing the shortfall in surgical education and will remain a valuable learning resource, even once working patterns normalize. Furthermore, it is an important step in expanding and improving the BSDS digital education resources available to its membership and establishing a national collaborative surgical education project.

Mental practice for laparoscopic salpingectomy.

Mental practice (MP) is a method of enhancing surgical training by rehearsal of a task without physical action. The primary objective of the study was to develop and validate a MP tool for laparoscopic salpingectomy (LS). An imagery script for LS was developed and used to facilitate a structured MP session for trainees in Obstetrics and Gynaecology and expert gynaecologists across three teaching hospitals in the UK. A virtual platform was used for one trainee group to assess its feasibility compared to a face-to-face approach. Pre- and post-session assessments were conducted to evaluate the impact of the script on motivation, confidence, preparedness and quality of imagery and demonstrated a significant improvement in global imagery scores for both novice groups. The expert group scored significantly higher than the face-to-face novice group on all items both before and after MP, indicating construct validity. There were no significant differences demonstrated between the two novice groups, thus demonstrating the virtual platform to be a non-inferior approach - an important consideration in the current COVID era.

Cataract surgery training: Report of a trainee's experience.

BACKGROUND: To report a trainee's experience gained in the cataract extraction training program after the COVID-19 pandemic. METHODS: An ophthalmologist was trained in phacoemulsification and intraocular lens (IOL) implantation in the ETAPE foundation, Eye Center, Cairo for a period of 4 weeks by three expert cataract surgeons. The training was tailored to the previous trainee's experience according to his residency logbook and supervised by one expert cataract surgeon. The training included didactic lectures, clinical observations, and hands-on practical experience. In addition, the trainee was provided with a logbook to record details of patients operated on and procedures observed. RESULTS: The trainee performed 58 phacoemulsification surgery with IOL implantation and two extracapsular cataract extraction over the 4 weeks. Seven patients underwent intraoperative complications. Surgical time (ST) improved from 48.77 ± 9.65 min in the 1stweek to 19.34 ± 1.31 min during the last week of training (P = 0.046). Poisson regression showed that patients affected by less severe cataracts were more likely to exhibit a lower incidence of complications than patients affected by more severe cataracts. In addition, patients operated on during the 1stweek were more likely to show a higher incidence of complications than those operated on during the last week. CONCLUSIONS: The 4-week surgical training effectively improved surgical confidence and micro incisional skills according to ST reduction and complication rate occurrence. Ophthalmologists benefit from enhancing their cataract skills in a short time following a well-structured cataract extraction course. This could undoubtedly lead to improved surgical outcomes for patients undergoing cataract extraction.