unstructured programs, characteristics of an effective surgical mentor, cognitive theory of learning in the operating room, taxonomies for teaching and learning of surgery, novice to expert model, and models for surgical teaching.
The analysis was structured as follows: challenges of surgical education, educational paradigms, structured vs. Methods: A scoping review of the literature about surgical education and its theoretical-conceptual frameworks was carried out, relationships between concepts were determined when appropriate. Objective: To obtain an approximation of the concepts and theories used in surgical education that can potentially be included in an integrative model. Educational theories and theoretical frameworks that support the teaching of surgery are fragmented and scattered, without being part of an integrated model that allow a holistic approach with academic rigour. Introduction: There is no globally accepted precise definition of surgical education.
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