Implementing adult learning theories in the integration of enhanced recovery after surgery (ERAS) in the continuous medical education of surgery residents

Abstract

Despite the recognition of Enhanced Recovery After Surgery (ERAS) principles, the implementation and adherence to the protocol remain under-discussed. This could be attributed to its inadequate integration into surgical education programs where challenges and limitations are evident. This study aims to initiate an adult learning cycle for surgical residents and measure the impact of a multifaceted approach in integrating a new program into continuous health professions’ education. This study adopts a cross-sectional multicentric approach. The methodology involves three main steps: firstly, administering a pre-assessment form to challenge students’ existing knowledge and initiate the adult learning model; secondly, raising awareness and sharing educational resources; and finally, distributing a post-assessment form to assess the consolidation of the relayed information. Statistical analysis revealed a significant improvement in the scores of digestive surgery residents after receiving educational resources. Elements retained by residents challenged traditional practices. The results emphasize the importance of catering to all types of learners when integrating new protocols. Initiating an adult learning cycle necessitates a multifaceted approach, accommodating different learning theories and employing targeted strategies. In this regard, providing a trigger followed by comprehensive resources, motivational support, and tailored consideration of diverse learning styles becomes essential.