Psychological Safety in Surgical Training

Psychological safety is the belief that individuals may ask questions, express doubts, and admit mistakes without fear of humiliation. It has emerged as a fundamental determinant of learning in high-stakes clinical environments. Surgical education remains historically hierarchical, often privileging endurance over vulnerability and silence over inquiry. While operative exposure and technical skill acquisition remain central to training, emerging evidence demonstrates that hierarchical and punitive workplace cultures impair error disclosure, suppress speaking-up behaviours, reduce feedback uptake, and increase cognitive load during performance, thereby limiting skill consolidation and patient safety improvement. This paper adopts a narrative review and conceptual synthesis approach, drawing on contemporary surgical, organisational, and educational literature to examine the mechanisms, barriers, and practical applications of psychological safety within surgical training. This paper argues that psychological safety is not merely a cultural aspiration but also a critical determinant of effective surgical training. The author reviews historical and contemporary models of surgical teaching, examines barriers, including hierarchy and punitive error responses, and proposes practical strategies for cultivating safe learning environments. The surgeon of the future must be developed not only through procedural volume but through mentorship that supports curiosity, reflection, and compassion. A psychologically safe surgical culture produces faster learners, safer decision-makers, and more ethically grounded clinicians.