Despite the growing volume of research in surgical education (SurgED), the integration of evidence into teaching practice remains fragmented and inconsistent. A structured and continuously updated synthesis is needed to support data-informed curriculum development and promote best practices across training programmes.

This protocol describes the development of a living systematic review and evidence map of SurgED research. Studies will be identified through comprehensive searches of CENTRAL, PubMed and Web of Science, and screened independently by two reviewers, supported by an Artificial Intelligence (AI)-assisted screening tool to improve efficiency. Eligible studies will include both quantitative and qualitative designs involving medical students, surgical residents and faculty. Studies will be categorised across key educational domains such as simulation-based training, competency-based assessment, feedback, mentoring and technology-enhanced learning. The evidence map will be updated at least quarterly, with new studies screened and added in near real-time to ensure that the map remains current and actionable.

As this study does not involve human participants, ethical approval is not required. Findings will be disseminated through peer-reviewed publications, presentations at national and international conferences and open access integration into the Evidence at a glance (EVIglance) evidence platform.

This qualitative study explores the experiences of medical students involved in clinical work and learning under distant supervision, aiming to understand their adaptation, challenges and learning processes in the context of clinical uncertainty and reduced oversight.

This study employed a constructivist grounded theory (CGT). CGT was chosen for its strength in examining complex social interactions and uncovering emergent themes that are not fully explained by existing theoretical frameworks. Data were collected through 13 semi-structured, in-depth interviews with medical students who actively participated in clinical care under conditions of limited supervision and high responsibility.

Faculty of Medicine, Switzerland.

We conducted interviews with 13 medical students who worked in Mobile SWAB Teams during the COVID-19 pandemic.

Students described a shift from observation to actively taking on a professional role. This experience provided a unique opportunity for medical students to apply their knowledge and skills in real-world settings, develop a sense of autonomy and foster personal growth. Acknowledging the importance of effective communication, teamwork and decision-making in providing patient care, they embraced the concept of self-regulated learning (SRL).

Creating a supportive learning environment that promotes SRL encourages collaboration and enables medical students to take on clinical tasks with increasing autonomy. In our study, working under distant supervision promoted reflection, strengthened communication and supported both clinical development and identity formation. This approach highlights the value of integrating supported responsibility and guided reflection into future models of clinical education.