Innovative teaching in surgery

Abstract

Innovative education in surgery is frequently associated with incorporating modern technology to facili-tate learning in our specialty. Nevertheless, innovation in education is more dependent on restructuring the educational processes than introducing technology alone. This is underpinned by a consistent amount of evidence generated by education professionals, that usually conduct research under the paradigm of social sciences, which differ widely from the ways in which surgeons understand the world. However, during the last 40 years, there has been a well-recognized shift in the way we surgeons educate. It has been claimed that the determinants of such changes have been the introduction of minimal invasive procedures, sociocultural changes and the development of modern education theories. Our surgical scientific society still have the challenge of promoting the training of surgical educators, stablishing national standards according to the experience of the developed world and regulating undergraduate and graduate curricula by introducing modern educational concepts like competency-based education and professionalism. Our major goal is to professionalize medical education in our country, focusing in the learning process of the residents or students. This imply among other aspects, to change the focus from educating on a rigid set of technical procedures to train professionals that are capable of respon-ding competently to a world that is in a rapid and constant change. I believe that this is the only way to innovate in surgical education. Once we have reach this, then we will be able to focus on the modern technology that can help us achieve such goals.