The rapid expansion of online surgical education has highlighted challenges in learner engagement, collaboration, and skill development. While traditional courses rely on in-person interaction, virtual learning environments often lack opportunities for social engagement, which may affect motivation and performance. This study aimed to examine the role of incorporating structured social activities in an online surgery course to enhance learner engagement, collaboration, and overall educational outcomes.

A mixed-methods approach was employed, combining quantitative surveys, performance assessments, and qualitative interviews. Participants included 60 surgical trainees enrolled in a six-week online surgical skills program. The intervention group engaged in weekly online social activities, including team-based discussions, peer-feedback sessions, and collaborative problem-solving tasks, while the control group followed the standard course curriculum without added social components. Engagement metrics, practical skill assessments, and self-reported learning satisfaction were measured and compared between groups.

Results indicated that participants in the social activity group demonstrated significantly higher engagement scores (p < 0.01) and improved performance in simulated surgical tasks (p < 0.05) compared to the control group. Qualitative data suggested that social interactions fostered a sense of community, encouraged peer learning, and reduced feelings of isolation in the virtual environment.