A Scoping Review of Online Teaching in Undergraduate Surgical Training

This scoping review aimed to map the use of online teaching methods in undergraduate surgical education globally. A systematic search of the literature for articles published between 2016 and 2021 was undertaken in PubMed/Medline, Scopus, CENTRAL, and ERIC databases. Records were screened independently and in duplicate. Data was extracted from the included studies and emerging themes analysed. We screened 2142 records, and 196 records were assessed for eligibility. Fifty-six studies were included. Most studies (47/56) were from high-income country settings. Studies were categorised based on their reported focus: curriculum incorporating online teaching methods (16/56), online assessment techniques (2/56), use of social media in surgical education (6/56), virtual reality (6/56), microlearning methods (9/56), and online surgical skills training (17/56). Most studies, 55.4% (31/56) described changes made to surgical undergraduate training due to COVID-19. The main online teaching methods comprised video-based instruction on core surgical topics and skills training. The main advantages of online teaching and learning methods were convenience, access, and availability of resources, and the opportunity for self-paced learning. Disadvantages related to poor internet connectivity, and lack of essential infrastructure. Online methods are novel and facilitated the continuation of teaching and learning activities during COVID-19. However, it is unlikely that pure e-learning will replace traditional teaching, and hybrid/blended modes of instruction should be explored to better understand its application in medical education. Further long-term studies are needed to evaluate the impact of online teaching on students’ clinical competency.