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Related Experiment Video

Updated: Oct 4, 2025

Learning Modern Laryngeal Surgery in a Dissection Laboratory

Learning Modern Laryngeal Surgery in a Dissection Laboratory

Published on: March 18, 2020

The Interactive Relationship Between Instructor Perceptions and Learner Personality on Surgical Skills Performance.

Peter Zhan Tao Wang¹, Claire A Wilson¹, Shiva M Nair²

¹Department of Surgery, Western University, London, Ontario, Canada.

Journal of Surgical Education

|February 4, 2022

Summary

Learner personality, particularly Extraversion, impacts surgical skill acquisition when instructors perceive trainees as trainable. Instructor perceptions and learner traits are crucial for effective surgical training and feedback.

Keywords:

instructor perceptions novices personality surgical skills

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Area of Science:

Medical Education
Surgical Skills Training
Psychology in Medicine

Background:

Learner variability in surgical skill acquisition is significant despite uniform training.
Learner personality traits may influence skill acquisition independently.
Instructor perceptions and feedback dynamics are critical in surgical training.

Purpose of the Study:

To investigate the association between learner personality and surgical skill acquisition (performance improvement).
To explore the interaction between instructor perceptions of trainability and learner personality.
To understand how these factors influence surgical training and feedback.

Main Methods:

Prospective, two-phase study with 62 undergraduate students (medical and non-medical).
Participants performed an end-to-side anastomosis on a model over two sessions with expert feedback.
Assessed learner personality, performance improvement, and instructor perceptions of trainability.

Main Results:

A significant interaction was found between learner Extraversion and instructor-perceived trainability (OR=4.83, p=0.017).
Higher Extraversion correlated with improved performance only in those deemed trainable.
Trainable participants received significantly less feedback (9.45) than non-trainable ones (16.48).

Conclusions:

Both individual learner characteristics and instructor perceptions are vital for successful surgical skill acquisition.
The interplay between personality and perceived trainability affects training outcomes.
Feedback delivery may differ based on instructor perceptions of learner trainability.