Surgical residents’ approach to training: are elements of deliberate practice observed?
Bibliographic record
Abstract
<ns4:p> <ns4:bold>Background:</ns4:bold> Research in the area of deliberate practice has consistently shown that intense, concentrated, goal-oriented practice in a focused domain, such as medicine, can improve both skill development and performance to attain a progressively higher standard of excellence. In theory, utilizing deliberate practice in a medical context could result in improved surgical training and in turn better patient outcomes. Therefore, the purpose of this study was to gain a better understanding of how surgical residents approach their training from the perspective of the surgical residents themselves and to explore if elements of deliberate practice are observed. </ns4:p> <ns4:p> <ns4:bold>Methods:</ns4:bold> Eight surgical trainees participated in one of two focus groups depending on their training level (five junior residents; three senior residents). With the exploratory nature of this research, a focus group methodology was utilized. </ns4:p> <ns4:p> <ns4:bold>Results:</ns4:bold> By employing both deductive and inductive thematic analysis techniques, three themes were extracted from the data: learning resources and strategies, role of a junior/senior, and approaching weaknesses. </ns4:p> <ns4:p> <ns4:bold>Conclusions:</ns4:bold> Although elements of deliberate practice were discussed, higher functioning is necessary to achieve performance excellence, leading to improved patient outcomes. </ns4:p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".