Bridging the gap: exploring the impact of bootcamp on non-technical skills and professional development in...

Surgical education faces numerous challenges, including reduced training opportunities and the need for both technical and non-technical skills development. This study explores how a surgical bootcamp for new Trauma and Orthopaedic (T&O) trainees can facilitate the development of Non-Technical Skills for Surgeons (NOTSS) and form a foundation for ongoing professional development during the critical transition to specialty training.

Using a mixed-methods approach, we examined the impact of a two-day bootcamp for T&O ST3 trainees (n = 15) in the Yorkshire region. Data collection included pre/post-bootcamp questionnaires (100% response rate) and semi-structured interviews at two weeks (n = 11, 73%) and six months (n = 6, 40%) post-bootcamp. Analysis followed Braun and Clarke's thematic approach to identify patterns across participants' experiences.

Four major themes were identified: Integration & Expectations, Perception and Application of NOTSS, Psychological Safety & Learning Culture, and Building Relationships. The bootcamp functioned as a transitional space facilitating adaptation across social, psychological, and professional domains. Trainees progressed from initial skepticism about NOTSS to recognizing their importance in clinical practice. However, a notable disconnect persisted between their conscious recognition of these skills' value and their predominantly unconscious application in daily practice, suggesting that awareness alone did not automatically translate to deliberate practice. The bootcamp provided foundations for professional socialization through peer networks, senior mentorship, and creating psychological safety, which collectively contributed to professional development.

Even brief surgical bootcamps can serve as valuable experiences that support trainees' integration into specialty training through multiple adaptation processes. The early introduction of NOTSS plants important concepts that trainees apply in practice, even without explicit recognition. By addressing social and psychological aspects of training alongside technical and non-technical competencies, bootcamps can be conceptualized as foundations for ongoing professional development rather than isolated skills workshops. Future educational interventions should consider integrating structured follow-up to help trainees consciously identify and develop non-technical competencies.