Embodied aspects of learning to be a surgeon

Area of Science:

• Medical Education
• Cognitive Science
• Surgical Training

Background:

• Embodied learning principles are established in general education but underexplored in medical contexts.
• Current medical literature minimally addresses embodied learning in relation to surgical practice and skill acquisition.
• Anatomy education is the primary area where embodied learning has been applied in medical education.

Purpose of the Study:

• To explore the relevance of embodied learning and cognition to surgical training.
• To discuss the importance of embodied learning for surgeons' functional and technical skill development.
• To propose implications for integrating embodied learning into surgical educational activities.

Main Methods:

• Review of embodied learning/cognition principles.
• Analysis of the application of these principles to surgical practice.
• Discussion of potential integration strategies for surgical education.

Main Results:

• Embodied learning offers significant potential for enhancing surgical education.
• The principles of embodied cognition are directly applicable to learning surgical procedures and functioning as a surgeon.
• Current surgical training may not fully leverage embodied learning strategies.

Conclusions:

• Embodied learning should be a more central component of surgical education.
• Integrating embodied learning can improve the acquisition of technical surgical skills.
• Further research and curriculum development are needed to incorporate embodied learning effectively in surgical training.