Surgical education relies heavily on textbooks, yet operating room realities reveal
critical gaps in practical application, decision-making, and medico-legal compliance
under India’s new criminal laws (BNS, BNSS, BSA 2023). This interview-based
review captures reflections from an experienced surgeon on common procedures
appendectomy, cholecystectomy, hernia repair, and trauma laparotomy highlighting
experiential lessons in tNumber handling, complications, and clinical bedside
documentation. Emphasis falls on BNSS §183 (mandatory videography) and §176A
(viscera protocols), transforming surgeons into evidentiary stewards. Comparative
tables juxtapose textbook ideals against practice realities, advocating simulationintegrated curricula to minimize litigation risks and enhance outcomes. These insights
equip trainees for the art-science-humanity triad of surgery. Medical education
provides a strong scientific and clinical foundation; however, the realities of medical
practice often reveal important gaps between what is taught during undergraduate
and postgraduate training and what is required for effective, compassionate patient
care in practice. Drawing on reflections from a lifetime of surgical practice in India,
this article examines two broad domains of learning: aspects of medical training that
later prove inadequate or incomplete, and the essential professional competencies
that are rarely taught but gradually acquired through experience. These include
managing atypical clinical presentations, decision-making under uncertainty, caring
for patients with multiple comorbidities, effective communication, expectation
management, documentation, ethical dilemmas, grievance redressal, teamwork, and
emotional resilience.
Through illustrative clinical anecdotes, the interview dialogue highlights the
“unwritten curriculum” of medicine that shapes doctors long after formal education
ends. Recognising and integrating these lessons into medical training may help
prepare future generations of Indian doctors to be not only clinically competent
but also ethically grounded, communicatively skilled, and better equipped to
navigate the complexities of contemporary medical practice.
Review Article
English
P. 38-46