BACKGROUND

This study examines the role of virtual learning environments (VLEs) in teaching thoracic robotic surgery skills to surgical trainees. It focuses on how an e-module by the Royal College of Surgeons of England aids in acquiring these skills.

METHODS

The study involved 360 participants, including surgical specialty trainees and surgical consultants from various specialties. The e-module, a self-paced, self-contained unit, enhances learning through videos, interactive elements, reflective questions, and case studies. It includes formative and summative assessments with short answer and multiple-choice questions. Using a mixed-method approach, this research combines qualitative interviews and questionnaires with quantitative statistical analysis, grounded in Knowles' theory of andragogy, to assess the e-module's alignment with adult learning characteristics like self-directedness and motivation.

RESULTS

Results show strong positive correlations between e-module use and educational alignment. Participants' scores on multiple-choice questions improved from 60% premodule to 75% postmodule ( = 6.32, < .001). There was a strong positive correlation ( = 0.7) between frequent virtual training sessions and alignment with trainees' educational needs. Analysis of variance demonstrated significant differences based on prior experience ( = 4.56, = .013).

CONCLUSIONS

The study highlights the transformative potential of VLEs in adult education, particularly for thoracic robotic surgery. VLEs address learner needs, promote self-directed learning, and foster intrinsic motivation, paving the way for enhanced surgical education. Ongoing research and development are crucial for further improving VLEs and the educational experience for adult learners across various fields.