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Perspectives on educating lifelong learning in postgraduate orthopaedic training: an interpretivist qualitative study
Megan O'Connor1, Jason Bantjes2, Jennifer Moriatis Wolf3
1Department of Orthopaedic Surgery, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Umbilo Road, Durban, South Africa. oconnorm1@ukzn.ac.za.
BMC Medical Education
|June 10, 2026
Summary
Lifelong learning (LLL) in orthopaedic training is viewed as a personal trait, a developed habit, and a professional value. Strategies like mentorship and research foster LLL development in trainees.
Area of Science:
- Medical Education
- Orthopaedic Surgery
- Professional Development
Background:
- Lifelong learning (LLL) is crucial for medical professionals to maintain current knowledge and skills.
- Understanding LLL in orthopaedic training is limited, particularly how trainees and trainers conceptualize and implement it.
- Aligning LLL expectations with the realities of orthopaedic clinical practice is essential.
Purpose of the Study:
- To explore how orthopaedic trainees and trainers conceptualize lifelong learning (LLL).
- To understand the perspectives on developing and assessing LLL within orthopaedic training.
- To inform strategies for fostering LLL in postgraduate orthopaedic education.
Main Methods:
- Qualitative interpretivist study using semi-structured interviews and focus groups.
- 16 participants: 8 consultant orthopaedic surgeons and 8 registrars from South African universities.
- Thematic analysis of transcribed data collected via Zoom (March 2023-May 2024).
Main Results:
- LLL conceptualized as: 1) innate curiosity, 2) a developable habit of mind, 3) integral to professionalism.
- Suggested development strategies include mentorship, fostering curiosity, and scholarly activities (journal clubs, research).
Conclusions:
- LLL in orthopaedics is perceived as a personal characteristic, a habit, and a professional value.
- Recognizing these dimensions is key to effective LLL cultivation strategies.
- Training programs should integrate approaches promoting curiosity, mentorship, and scholarly engagement.
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