Abstract
Surgical skills training has switched from live patient to laboratory-based models. This training is enhanced by recognizing the interrelationship of all three domains of learning and the stepwise development of psychomotor skills which allows definition of weaknesses and planning of remediation.
Appropriate feedback enhances learning of skills and begins with clear definition of objectives and standards. Formative, timely, supportive, and balanced feedback as skills are developed should be a dialogue between student and teacher. It allows early identification and correction of potential weaknesses. Although skills transfer to the live model from the laboratory has been demonstrated, large-scale clinical studies particularly involving senior level learners are still required.
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Ali, J. (2016). Teaching Technical and Procedural Skills. In: Gillman, L., Widder, S., Blaivas MD, M., Karakitsos, D. (eds) Trauma Team Dynamics. Springer, Cham. https://doi.org/10.1007/978-3-319-16586-8_38
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DOI: https://doi.org/10.1007/978-3-319-16586-8_38
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