Embodied aspects of learning to be a surgeon

Abstract

Embodied learning is an educational concept that has been applied to various aspects of education, but only touched on in medical education, largely in relation to the teaching and learning of anatomy. Thus far, the medical literature has not addressed embodied learning as it specifically relates to learning to operate and be a surgeon. This paper will discuss relevant principles of embodied learning/cognition, ways it is important both for learning to function as a surgeon and for learning to perform technical aspects of surgery, and finally will discuss implications for surgical education. In particular, it will address ways in which embodied learning can and should be incorporated into educational activities specific to surgery.

Keywords:

• Surgery
• medicine
• simulation

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Embodied learning: Focuses on the importance of the body and feelings in learning and emphasizes the importance of the body over the mind for certain aspects of learning.

Proprioception: Awareness of the movement and position of the body; the sense of where one's body is in space.

Haptic feedback-force feedback: The resistance transmitted by an object when it is touched.

Additional information

Notes on contributors

Amanda B. Cooper

Amanda B. Cooper, MD, MSCI, is an Assistant Professor of Surgery at Penn State Medical Center.

Elizabeth J. Tisdell

Elizabeth J. Tisdell, Ed.D, is a Professor of Lifelong Learning and Adult Education and the Chair of the Division of Health and Professional Studies at Penn State Harrisburg.