Surgical residents' approach to training: are elements of deliberate practice observed?

Deliberate practice research has consistently shown that intense, concentrated, goal-oriented practice in a focused domain, such as medicine, can improve skill development and performance. To date, little is known about how surgical residents approach their surgical training, how they evaluate their current weaknesses, and how they plan to transition from one milestone to another. Without knowledge of residents' role in their development, educators miss the opportunity to optimize progression of these lifelong learning skills. Therefore, the purpose of this study was to gain a better understanding of how surgical residents approach their surgical training from the perspective of the surgical residents themselves and to explore if elements of deliberate practice are observed. 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. 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. Although elements of deliberate practice were discussed, higher functioning is necessary to achieve performance excellence, leading to improved patient outcomes.