Integrated theory-practice model outperforms sequential training for undergraduate microsurgical anatomy skills

An integrated theory-practice teaching model was associated with superior microsurgical skill performance, conceptual understanding, learning motivation, and self-directed learning readiness compared with conventional theory-first training in a prospective non-randomized study o…

• Design: prospective, non-randomized historical cohort study; two sequential cohorts of 20 third-year medical students each (total n=40).
• Both instructional strategies improved students' technical skills, but the integrated model showed greater gains; the non-randomized design means findings are preliminary.
• Key limitation: non-randomized, single-institution design with small sample size; causation cannot be inferred.

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