Letter to the editor on “Effects of Systematically Guided vs. Self-Directed Laparoscopic Box Training on Learning Performances”

The study by Neubacher et al. investigates the effects of systematically guided versus self-directed laparoscopic box training on learning outcomes among medical students. As minimally invasive surgery (MIS) becomes increasingly prominent across surgical specialties, understanding the optimal training approaches for skill acquisition is critical. The authors contribute significantly to this field by examining two distinct training modalities—systematic, supervised training and self-directed learning—among a cohort of medical students. While the study presents meaningful data and highlights the benefits of structured training, there are several areas where the methodology, analysis, and implications could be improved. Additionally, situating the findings within the broader body of surgical education literature underscores the study’s strengths and limitations.

This study represents a valuable addition to the growing body of research on laparoscopic training for several reasons. First, it directly compares systematically guided and self-directed training, filling a gap in the literature where these modalities have rarely been contrasted with such methodological detail. The use of objective metrics—time, force, and path length—adds robustness to the analysis, ensuring that results are measurable and reproducible.

Moreover, the study’s inclusion of over 3500 training sessions makes it one of the largest observational investigations in this domain. The large dataset allows for more reliable statistical analyses and enhances the generalizability of certain findings, particularly those related to skill progression. The finding that the structured cohort demonstrated more consistent improvement, even with fewer training sessions, underscores the critical role of supervision and collaboration in skill acquisition. This is consistent with existing literature, which highlights the value of guided feedback and structured learning environments in surgical education [1].

The structured cohort’s performance improvement over time supports the notion that institutionalized training with regular feedback can lead to better learning outcomes. This finding has significant implications for the design of medical curricula, especially in surgical specialties, where skill acquisition is heavily reliant on repetition and feedback.

Publication History

Article published online:
15 May 2025

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