A qualitative study of the construction of a microsurgical chief surgeon training course

Introduction Microsurgery, a cornerstone in modern surgery, facilitates precise interventions through the use of advanced microscopes and micro-instruments.. It has transformed practices in neurosurgery, reconstructive surgery, and otolaryngology. Innovations such as intraoperative MRI and tissue regeneration research have improved procedural accuracy and recovery. However, persistent shortcomings in surgical training curtail these advancements. Conventional programs place excessive emphasis on theoretical instruction, overlooking the development of practical skills and stress-management training, which are essential for complex operations. While tools such as virtual reality (VR) simulations demonstrate efficacy in skill acquisition, their limited integration into curricula leaves trainees ill-equipped for real-world challenges. Concurrently, the rise of minimally invasive methods and novel surgical devices demands adaptive expertise and continuous learning—competencies rarely prioritized in current education frameworks. This study employs grounded theory and qualitative analysis to determine the educational requirements of trainees and instructors, proposing a standardized, competency-based microsurgery curriculum. By bridging gaps between technological progress and training inadequacies, this framework aims to enhance technical proficiency, clinical decision-making, and patient safety outcomes. Method This qualitative study adhered to the COREQ guidelines, using semi-structured interviews and grounded theory to analyze microsurgical training needs. Data was collected in July 2024, with two trained interviewers conducting interviews. Transcripts, including non-verbal cues, were analyzed using NVivo 12. Grounded theory guided the analysis through open, axial, and selective coding, with team discussions resolving coding discrepancies. The study followed Kerns six-step approach, developing an interview guide validated by expert panels and pilot interviews. The guide covered six areas: training necessity, curriculum content, learning methods, assessment, duration, and resources. Data saturation determined the sample size of eight participants (five trainers, three trainees). Result This study conducted qualitative interviews with participants from the Third Xiangya Hospital, who were divided into teacher and student groups, revealed six key themes in microsurgical training: (1) necessity, (2) methods, (3) content, (4) evaluation, (5) duration, and (6) resources. Conclusion This study highlights the need to modernize microsurgical training by integrating advanced technologies and diverse methods. The integration of theory with practice, especially through simulation and virtual reality (VR) training, effectively enhances technical skill acquisition. As surgical demands grow, incorporating new techniques and materials is essential to meet patient needs. Balancing functional recovery with aesthetic outcomes is also a key focus. Optimizing microsurgical training is crucial for better surgical results and patient safety. By addressing current gaps and adopting innovations, these programs can more effectively equip surgeons to confront multifaceted challenges of modern-day surgical practice and drive the progress of the microsurgery field forward.