Enhancing Thoracic Robotic Surgery Education in the Digital Realm: A Learner Analysis

Area of Science:

• Medical Education
• Surgical Training
• Virtual Learning Environments

Background:

• Virtual learning environments (VLEs) are increasingly utilized in medical education.
• This study specifically examines VLEs for teaching thoracic robotic surgery skills.
• An e-module developed by the Royal College of Surgeons of England is the focus of skill acquisition.

Purpose of the Study:

• To evaluate the effectiveness of a VLE e-module in teaching thoracic robotic surgery skills.
• To assess the alignment of the e-module with adult learning principles (andragogy).
• To understand the impact of VLEs on surgical trainees' self-directed learning and motivation.

Main Methods:

• A mixed-method approach was employed, combining qualitative interviews and questionnaires with quantitative statistical analysis.
• 360 participants, including surgical trainees and consultants, engaged with the e-module.
• The study was grounded in Knowles' theory of andragogy to assess adult learning characteristics.

Main Results:

• Participant scores on multiple-choice questions significantly improved from 60% pre-module to 75% post-module (P < .001).
• A strong positive correlation (r = 0.7) was found between virtual training frequency and alignment with trainees' educational needs.
• Significant differences in outcomes were observed based on prior surgical experience (P = .013).

Conclusions:

• VLEs demonstrate transformative potential in adult education, especially for specialized surgical training.
• The e-module successfully addressed learner needs, promoted self-directed learning, and fostered intrinsic motivation.
• Continued research and development of VLEs are essential for advancing surgical education and adult learning experiences.