Transforming surgical ward rounds: constructivist pedagogy, structured models, and intelligent technologies

Area of Science:

• Medical Education
• Clinical Training
• Surgical Rounds

Background:

• Surgical ward rounds are crucial for clinical training but often lack learner engagement.
• Traditional apprenticeship models are unstructured and time-constrained.
• There's a need for innovative approaches to improve surgical education.

Purpose of the Study:

• To review constructivist learning theories, structured teaching models, and intelligent technologies for surgical education.
• To examine how these developments can enhance learner engagement and training effectiveness.
• To propose an integrated framework for modernizing surgical training.

Main Methods:

• Literature review of constructivist learning theories.
• Analysis of structured teaching models: SNAPPS (Summarize, Narrow, Analyze, Probe, Plan, Select), One-Minute Preceptor (OMP), and BID (Briefing, Intraoperative, Debriefing) framework.
• Exploration of intelligent technologies: generative artificial intelligence (AI) and immersive virtual reality (IVR).

Main Results:

• SNAPPS may improve clinical reasoning and case presentation quality.
• OMP shows higher learner satisfaction in time-pressed environments.
• AI and IVR show potential for simulated training and knowledge retention but raise concerns about accuracy and bias.

Conclusions:

• An integrated framework combining theory, structured models, and technology can enhance surgical training.
• Further multi-center studies with standardized outcomes are needed to validate AI and IVR integration.
• Addressing technological concerns like accuracy and bias is crucial for effective implementation.