Implementing Simulation Based Learning (SBL) to Reduce the Gap in Surgical Training, A Theoretical Evaluation Approach

ABSTRACT

Background: The current Surgical training is severely affected by COVID-19 pandemic with redeployment and reduced number of elective procedure across NHS hospitals, this has affected both core and higher Surgical trainees, rendering The traditional apprenticeship model obsolete. It became evident that The future of Surgical training and innovation will require a combination of simulation and operative exposure to overcome The obstacle of reduced exposure in Surgical education and operative training. Discussion(s) In our theoretical analysis, we will discuss The efficacy, safety and impact of relying on SBL to fill The gaps in Surgical training. Clinical exposure alone will not be sufficient to train procedure based speciality trainees to their highest proficiency. SBL is one design that is supported by learning theories such as Transformational Learning and Experiential Learning Theory. Ina highfidelity simulation, such as laparoscopic simulation courses, all concepts of facilitated learning are fulfilled which strongly supports our hypothesis. on balance, given The complexity of skills learnt, it remains difficult to measure The efficacy of transferring The learnt capabilities into practice and standardise this among learners. SBL also leaves non-technical skills un-assessed in depth. Conclusion(s) The disruption of training due to COVID-19 affected our procedure based learning, this leaves us with a dilemma to catch-up with these unmet training needs. SBL could be one of The adjuncts that fill in The gaps on The short and medium term. Implementing SBL in Surgical training curriculum, should be evaluated for efficacy and cost effectiveness.