Why we should be sharing our operations: a game theoretic analysis of surgical learning
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Introduction
Surgical training has traditionally relied on the master-apprentice model, emphasizing supervised repetition and immediate feedback within the operating room. With the advent of minimally invasive surgical techniques, the capability to record and digitally store surgical procedures has introduced new opportunities for detailed analysis and enhanced feedback mechanisms. Despite this potential, there is a lack of comprehensive systems to analyse recorded surgical procedures at scale.
Methods
In this study, we propose a cooperative game-theoretic model to examine the dynamics of surgical training, specifically focusing on the interactions between a master surgeon and an apprentice. The model incorporates both internal knowledge growth—stemming from direct collaboration—and external knowledge growth from supplementary educational resources. A characteristic function is proposed to quantify the utility (knowledge) generated by different coalitions of participants.
Results
Our findings demonstrate that collaboration between the master and apprentice leads to a synergistic increase in total knowledge value, surpassing the sum of their individual contributions. The integration of external resources significantly amplifies this effect, showing an exponential impact on knowledge acquisition over time. Proficiency analysis indicates that combining practical experience with structured external learning resources not only accelerates the apprentice’s progression to proficiency but also enhances the overall knowledge within the surgical community.
Conclusion
The study underscores the potential of applying game-theoretic principles to optimize surgical education. By quantifying the influence of mentor-ship quality and external learning resources, we highlight actionable strategies to enhance surgical training outcomes. Embracing a combination of hands-on practice and external resources accelerates individual skill development and enriches the collective knowledge base. We anticipate that this conceptual framework will inform future educational models and encourage the adoption of collaborative and technology-enhanced learning practices in surgery.
