ArticleSurgical oncology insight2026
Think Like a Surgeon: Piloting a Liver Surgery Course Grounded in Adult Learning Theories for Junior Surgical Residents.
Article in Surgical oncology insight, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
7 authors.
Funding
Abstract
Objective: Surgical education guided by Halsted's, "see one, do one, teach one," model leans heavily on an apprenticeship structure since formalization of surgical education in the 1890s. While the sentiment holds true, surgical education must adapt with evolution of medicine, work hour restrictions, exponential increase in knowledge, and technological advances. Design: A longitudinal course grounded in adult learning theories was curated to cultivate knowledge in surgery residents on imaging-based liver anatomy and operative approaches, techniques, and decision making. Participants: Junior surgical residents (PGY2-3) in dedicated research time at the Surgical Oncology and Immunotherapy Clinical Research Fellowship Programs of the NIH. Results: Nineteen participants demonstrated significant improvement in all metrics assessed. Overall pre-course knowledge scores (52.1%, 95%CI [48.2%, 56%]) significantly increased in post-course evaluations (87.7%, 95%CI [85.1%, 90%], p<0.0001), maintaining significance in individual course score comparisons. Confidence improved across all disciplines from 2.49 to 2.99 points (5-point Likert scale) (p<0.0001). Significance was maintained in subgroup analysis of individual skills (anatomic delineation (2.93 to 3.51), technical approach (2.39 to 2.83), and decision-making (2.17 to 2.65), (p<0.0001)). Participants reported positive feedback regarding content and course structure which guided real-time course augmentation. Conclusion: This course represents a feasible educational model highlighting potential of a theory-based curriculum to enhance surgical education. Emphasizing adult learning theories can support deeper learning and advance critical thinking in trainees.
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