Abstract Aims The surgical landscape is undergoing a transformative period with increased pressures on surgical training and the adoption of technology enhanced learning (TEL) tools. ENT surgical training requires a multitude of technical and non-technical skills, yet formal pedagogical training for surgeons remains limited. Surgical educators must adapt their teaching practices and delivery in order to support the development of the next generation of surgeons. This study seeks to examine the qualities and behaviours that characterise effective ENT surgeons and to explore the influence of TEL on their teaching practice. Methods ENT surgical registrars and consultants across London and KSS were recruited. Detailed semi-structured interviews were carried out exploring participants' experiences. Data was analysed using inductive latent reflexive thematic analysis. Results Eight in-depth interviews were carried out comprising four ENT registrars and four ENT consultants. Three main themes were identified: trainer identity and values, trainer characteristics and implementation and challenges of TEL. These themes were explored and referenced to literature. Conclusions Effective ENT surgeons promote psychological safety, tailor learning appropriate to the level of trainees and provide supported autonomy. The interpersonal dynamic within trainer-trainee relationship facilitates acquisition of professional values and behaviours. TEL is an important adjunct for ENT surgical training alongside traditional teaching, however there is a gap in digital literacy and resource disparity which needs to be addressed. Given the growth of extended reality tools in surgical education, consideration must be given to their pedagogical merit, demonstrable cost effectiveness and adequate infrastructure prior to any implementation.
Pankhania et al. (Sun,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: