Teaching Surgical Model Development in Research by Using Situated Learning and Instructional Scaffolding

Abstract

Animal surgical models are important in the advancement of biomedical science and applied research. Both the development and refinement of these models, particularly complex ones, hold multiple challenges, including design, translatability, and technical training. Design and translatability are optimized by the use of team science and the assembly of a diverse, expert clinical and research team. Multidisciplinary teams comprising scientists, engineers, physicians, and veterinarians are common in the refinement of medical device prototypes, for instance. Technical training varies on a case-by-case basis, depending on the knowledge and experience of the surgeon. Even a person who has earned a degree in health sciences (for example, DVM or VMD, MD, DDS or DMD) cannot automatically be considered competent in experimental surgery or research surgical model development and may require additional training. 1 However, the steps of the learning and training process are the same regardless of surgeon experience. For expert surgeons, most steps in the process will be short, second-nature, and independently completed, whereas for novices, these same steps should be longer, deliberate, and closely mentored. Herein, we describe an educational paradigm that we have used for surgical model planning and mastery, incorporating the use of instructional scaffolding, situated learning, and mentoring, as needed, for either novice or experienced surgeons (Figure 1).

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