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Surgical experts: born or made?

Hazim Sadideen1, Abtin Alvand, Munir Saadeddin

  • 1Department of Surgery and Cancer, Imperial College London, London, UK; Department of Plastic, Reconstructive and Burns Surgery, University Hospitals Birmingham NHS Foundation Trust, Birmingham, UK.

International Journal of Surgery (London, England)
|July 11, 2013
PubMed
Summary
This summary is machine-generated.

Surgical experts are not born but made through deliberate practice and skill development. This review highlights that innate talent is insufficient; adaptive expertise in psychomotor and non-technical skills is crucial for surgical excellence.

Keywords:
CompetenceExpertiseSimulationSurgical educationSurgical expertsTraining

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Area of Science:

  • Medical Education
  • Surgical Training
  • Expertise Development

Background:

  • The development of surgical expertise is a key area in medical education.
  • Identifying reliable measures of expert surgical performance is an ongoing challenge.

Purpose of the Study:

  • To explore whether surgical experts are innate or developed.
  • To understand the processes and theories behind surgical expertise acquisition.

Main Methods:

  • A comprehensive review of peer-reviewed publications, books, and online resources on surgical education and expertise.
  • Analysis of educational theories, particularly Ericsson's theory of deliberate practice.

Main Results:

  • Innate talent plays a role but is not sufficient for surgical expertise.
  • Motor skill acquisition and memory theories are relevant to expertise development.
  • Adaptive expertise in psychomotor and non-technical skills is essential for modern surgical experts.

Conclusions:

  • Surgical expertise is acquired through dedicated practice and training, not solely through innate ability.
  • Understanding expertise development is vital for enhancing surgical education programs.
  • An expertise-based approach, benchmarking against expert performance, should guide surgical training.