Background: Surgical training persists of intensive work, incessant practice, and, most importantly, experience. Owing to the changing surgical environment, increasing specialization, and rapid development of minimally invasive techniques, new innovative approaches in surgical training are necessary to achieve excellent postgraduate education. Here, we introduce a surgical skills lab that offers a multi-course program featuring a concise, modular curriculum comprising well-defined and simple-to-follow procedures, progressively moving surgical techniques from ex vivo to in vivo settings. The evaluation of the course was conducted by analyzing the participants' self-assessment before and after the course.

Methods: Over the time of ten years, we conducted one-day surgical training courses covering basic surgical techniques, gastrointestinal anastomosis, visceral resection techniques, and techniques in vascular surgery with a total of 348 participants. To assess differences in the self-evaluation of surgical skills before and after each course, a questionnaire (non-validated self-report 5-point Likert scale) was administered to each participant. Results were analyzed with t-test for paired samples.

Results: Before the course, most participants had no practical knowledge of most exercises, and major help was needed. However, after training, the majority of participants were able to perform the surgical techniques independently with little or no assistance. Moreover, a statistical analysis comparing pre- and post-course self-assessment scores for surgical skills revealed significant improvements (p < 0.05) after the course.

Conclusion: During the one-day course, it was possible to teach and perform diverse surgical procedures under the guidance of experienced surgeons. The independent reproducibility of the learned material after the course is not yet known, therefore, further investigation is necessary to provide additional information to improve the program. However, with this step-by-step training, we were able to conduct a successful teaching program, shown by the fact that the participants showed significant improvement. Thus, the training presented in this study can serve as a guide for teaching surgical skills outside of the operating room.

Keywords: Postgraduate education; Simulation training; Surgical skills; Surgical training.

© 2025. The Author(s).

背景： 外科培训仍然需要高强度的工作、持续的实践和最重要的是经验。由于手术环境的变化、专业化的增加以及微创技术的快速发展，新的创新方法在手术培训中是必要的，以实现优秀的研究生教育。在这里，我们介绍一个外科技能培训实验室，它提供了一个多课程项目，该项目包含简明且模块化的课程大纲，其中包括定义明确且易于遵循的操作程序，并逐步将手术技术从体外转移到体内环境中。通过分析参与者在课程前后的自我评估来评价该课程。

方法： 十年间，我们进行了为期一天的外科培训课程，涵盖了基本手术技术、胃肠吻合术、内脏切除技术和血管外科技术，共有348名参与者。为了评估每位参与者在课程前后自我评估中的技能差异，对每个参与者发放了一份问卷（非验证性的5级Likert量表）。结果通过配对样本t检验进行分析。

结果： 在课程之前，大多数参与者的大部分练习没有实际知识，并且需要大量帮助。然而，在培训之后，多数参与者能够独立完成手术技术，几乎不需要任何协助。此外，比较课前和课后自我评估得分的统计分析显示技能有显著改善（p

结论： 在为期一天的课程中，在经验丰富的外科医生指导下，可以教授并执行多种手术程序。然而，目前还不清楚参与者在课程结束后是否能够独立再现所学内容，因此需要进一步调查以提供额外信息来改进项目。不过，通过这种逐步培训，我们成功地开展了一个教学项目，这一点从参与者表现出的显著进步可以看出。因此，在本研究中介绍的培训可以作为在外科手术室之外教授外科技能的一个指南。

关键词： 研究生教育；模拟训练；外科技术；外科培训。

© 2025. The Author(s).