Enhancing Surgical Curriculum: Trainees' Perspectives on Laparoscopic Simulation and Assessment.

Abstract

Introduction Laparoscopic simulation has been used in many curricula. The United Kingdom (UK) surgical curriculum lacks summative assessment for laparoscopic skills. This study explores surgical trainees' perceptions of using simulated laparoscopic assessment as a summative tool in the UK. Methodology This was a semi-structured interview study conducted in person for 10 higher surgical trainees recruited voluntarily in the northern region of England. A thematic analysis was used to analyse the data. Results The findings generally showed positive perceptions among the trainees for simulated laparoscopic assessment. The trainees highlighted that the current assessments are formative and often subjective. Trainees suggested introducing summative assessment might fit with current changes in the national curriculum. The interviews also showed that simulated laparoscopic assessment would positively affect the trainees, curriculum, and patients. In addition, trainees expressed that the introduction of such a change should be staged and tailored to the training grade. However, the majority did not support making it part of CCT requirements. The trainees emphasised that implementing such a change can face challenges such as cost, tension between training and service provision, and culture change. The practicality of introducing simulated laparoscopic assessment was discussed in terms of skills to be assessed, fidelity, and progression signposting. Conclusion The study highlighted the trainees' perceptions about simulated laparoscopic assessment, which was generally positive, and raised issues regarding challenges in its implementation. Further discussion in surgical societies is required and in-depth research is needed before implementating simulated laparoscopic assessment for trainee certification.