I would surely think so even though I am working as a MD in internal medicine, not surgery. However, as I understand myself as a medical educator I am well aware of various aspects that have changed in surgical training and teaching over the last 10 to 15 years. Just think of (high-end) simulation or the use of augmented or virtual reality in up to date surgical education. The following (open access) review might be intersting to you: Fritz T, Stachel N, Braun BJ. Evidence in surgical training - a review. Innov Surg Sci. 2019 Apr 22;4(1):7-13. doi: 10.1515/iss-2018-0026. eCollection 2019 Mar.

This is a great question, Maribel. There is no doubt there are significant changes in surgical education/training over the last 15-20 years. We even have Masters in Surgical Education, which highlights these changes, and the need for training teachers how to handle these changes. Areas such as gamification in surgical education/training, surgical simulation-based training, surgical mentorship and new models in teaching surgery, competency assessment in surgical practice, communication skills in the operating room, and many others were not known 15-20 years ago. The literature is rich with research highlighting these areas.

Maribel - I recommend for you reading this book, titled "Advancing Surgical Education: Theory, Evidence and Practice" Nestel, D., Dalrymple, K., Paige, J., Aggarwal, R. (Eds.). Published by Springer, 2019.

"This book is designed for anyone involved in surgical education. While it is intended as a core reference for surgeons who want to develop their surgical education knowledge and practice, it also a valuable resource for anyone undertaking a higher degree in health professions education. Divided into five parts, it starts with chapters on foundational knowledge, exploring the past before documenting the current state of surgical education and highlighting various educational leadership and governance topics. The second part examines a range of theories that inform surgical education – cognitive, behavioural and social, while the third part offers practical guidance on elements of surgical education – curriculum design, selection, feedback, assessment, evaluation, simulation and managing trainee underperformance. It also includes chapters on supporting the development of psychomotor skills, operative skills in theatre, professionalism, teamwork and patient safety. The next part shifts the focus to research in surgical education, introducing readers to all phases of conducting education research based on qualitative, quantitative and mixed methods paradigms. The final part looks to the future of surgical education and of surgical educators. Assembling these topics in one volume makes this book invaluable to anyone involved in surgical education."

The link for the book publisher: https://www.springer.com/gp/book/9789811331275