Global Surgical Education - Journal of the Association for Surgical Education最新文献

{"title":"Examining the mindsets of general surgery residents and faculty","authors":"Zachary Whaley, Deanna Palenzuela, Riley Brian, Kimberly B. Golisch, Bayley Jones, Adam T. Lucy, Adnan Alseidi, Britney Corey, Amy L. Halverson, Thomas J. Fahey, Demetri Merianos, John T. Mullen, Yoon Soo Park, Emil Petrusa, Hillary Prince, Martin Pusic, Traci Wolbrink, Roy Phitayakorn","doi":"10.1007/s44186-023-00183-9","DOIUrl":"https://doi.org/10.1007/s44186-023-00183-9","url":null,"abstract":"","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135634793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The surgical education research fellowship: a qualitative analysis of recent graduates’ perceptions","authors":"Joseph C. L’Huillier, Rachel M. Jensen, Julie M. Clanahan, Sarah Lund, Ajay A. Myneni, Katia Noyes, Clairice A. Cooper, Jeffry Nahmias, Priti P. Parikh, David A. Rogers, John L. Falcone","doi":"10.1007/s44186-023-00186-6","DOIUrl":"https://doi.org/10.1007/s44186-023-00186-6","url":null,"abstract":"","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"19 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A visuospatial and kinesthetic 3D-printed model of inguinal anatomy improves applied anatomy knowledge","authors":"Deepika Potarazu, Aalap Herur-Raman, Eunice Yongyi Cho, Tina Doan, Sangrag Ganguli, Christopher Oltorik, Aneil Srivastava, Naoru Koizumi, Yang Yu, Meng-Hao Li, Khashayar Vaziri, Juliet Lee, Hope T. Jackson","doi":"10.1007/s44186-023-00184-8","DOIUrl":"https://doi.org/10.1007/s44186-023-00184-8","url":null,"abstract":"","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"9 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of the Cognitive Load Inventory for Surgical Skills: preliminary validity evidence","authors":"Anya L. Edwards, Patricia S. O’Sullivan, Joseph H. Rapp, Adnan Alseidi, Hueylan Chern, Justin L. Sewell, Christy Boscardin, Shareef M. Syed","doi":"10.1007/s44186-023-00178-6","DOIUrl":"https://doi.org/10.1007/s44186-023-00178-6","url":null,"abstract":"Abstract Purpose The operating room requires simultaneous processing of considerable information. Trainee learning and performance in this environment are restricted by working memory. Cognitive learning theory, which describes three types of cognitive load (CL), suggests that learning is maximized when intrinsic load (IL) is matched to experience, extraneous load (EL) is minimized, and germane load (GL) is optimized with schemas. The ability to measure CL is critical to maximize learning. The Cognitive Load Inventory for Colonoscopy (CLIC) measures the three types of CL during colonoscopy training. We adapted the CLIC for surgical skills education and aimed to gather validity evidence for this tool. Methods We initially developed a 21-item, 5-point Likert instrument, the Cognitive Load Inventory for Surgical Skills (CLISS), through a multi-step process. To support content validity, we revised CLIC content to reflect surgical skills, obtaining feedback from CLIC creators to ensure adjustments adequately retained IL, EL, and GL concepts. To examine the response process, we conducted cognitive interviews with surgical residents to assess wording and clarity and issued the survey in different settings (simulation exercises, operating room cases), relative to different tasks, and with different respondents (residents, fellows, faculty). To assess internal structure, we examined internal consistency using Cronbach's alpha and conducted confirmatory factor analysis (CFA) to confirm that relationships among the items were as hypothesized. We evaluated adequacy of the 3-factor model with three model fit indices, including Bentler’s Comparative Fit Index (CFI), the Tucker–Lewis Index (TLI), and root mean square error of approximation (RMSEA). A sensitivity analysis was performed eliminating items with factor loading estimates that (1) are less than 0.40, (2) are not statistically significant, or (3) load onto 2 or more factors. Results The CLISS was distributed in 7 clinical and simulated procedural settings to 138 participants and yielded 100 responses (72% response rate). Of the respondents, 99 (99%) completed the entire CLISS. No respondents raised content questions. Each item garnered a range of responses. All 3 types of cognitive load had a Cronbach’s alpha above 0.7. However, several individual items were found not to correlate with other items within that load. CFA revealed a range of loadings for each factor. Model fit indices were outside the conventional cut-offs (CFI = 0.627, TLI = 0.579, RMSEA = 0.124), suggesting consensus that the initial 3-factor, 21-item model was not a good fit. Sensitivity analysis yielded a revised 11-item tool, which demonstrated improved Cronbach’s alpha for IL and GL and improved model indices (CFI = 0.940, TLI = 0.920, RMSEA = 0.076). An additional item was removed to further support content validity. Conclusions The CLISS can be a practical tool for administration in the skills lab and clinical settings, particular","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"276 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Item analysis of general surgery multi-institutional mock oral exam: opportunities for quality improvement","authors":"Jerome Andres, Ivy A. Huang, Areti Tillou, Justin P. Wagner, Catherine E. Lewis, Farin F. Amersi, Timothy R. Donahue, Formosa C. Chen, James X. Wu","doi":"10.1007/s44186-023-00173-x","DOIUrl":"https://doi.org/10.1007/s44186-023-00173-x","url":null,"abstract":"Abstract Purpose Mock oral examinations (MOE) prepare general surgery residents for the American Board of Surgery Certifying Exam by assessing their medical knowledge and clinical judgement. There is no standard accepted process for quality analysis among MOE content items. Effective questions should correlate with mastery of MOE content, as well as exam passage. Our aim was to identify opportunities for question improvement via item analysis of a standardized MOE. Methods Retrospective review of testing data from the 2022 Southern California Virtual MOE, which examined 64 general surgery residents from six training programs. Each resident was assessed with 73 exam questions distributed through 12 standardized cases. Study authors indexed questions by clinical topic (e.g. breast, trauma) and competency category (e.g. professionalism, operative approach). We defined MOE passage as mean percentage correct and mean room score within 1 standard deviation of the mean or higher. Questions were assessed for difficulty, discrimination between PGY level, and correlation with MOE passage. Results Passage rate was 77% overall (49/64 residents), with no differences between postgraduate year (PGY) levels. PGY3 residents answered fewer questions correctly vs PGY4 residents (72% vs 78%, p < 0.001) and PGY5 residents (72% vs 82%, p < 0.001). Out of 73 total questions, 17 questions (23.2%) significantly correlated with MOE passage or failure. By competency category, these were predominantly related to patient care (52.9%) and operative approach (23.5%), with fewer related to diagnosis (11.8%), professional behavior (5.9%), and decision to operate (5.9%). By clinical topic these were equally distributed between trauma (17.7%), large intestine (17.7%), endocrine (17.7%), and surgical critical care (17.7%), with fewer in breast (11.8%), stomach (11.8%), and pediatric surgery (5.9%). We identified two types of ineffective questions: 1) questions answered correctly by 100% of test-takers with no discriminatory ability (n = 3); and 2) questions that varied inversely with exam passage (n = 11). In total, 19% (14/73) of exam questions were deemed ineffective. Conclusions Item analysis of multi-institutional mock oral exam found that 23% of questions correlated with exam passage or failure, effectively discriminating which examinees had mastery of MOE content. We also recognized 19% of questions as ineffective that can be targeted for improvement.","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"58 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of an operating room assessment tool for medical students on their surgery clerkship","authors":"Catherine McManus, Sophie E. Mayeux, Roman Nowygrod, Kimberly Brown","doi":"10.1007/s44186-023-00180-y","DOIUrl":"https://doi.org/10.1007/s44186-023-00180-y","url":null,"abstract":"","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"270 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Call night long: the educational value of overnight call during surgery clerkship","authors":"Ming Cai, Brianna L. Smith, Andrew O. Crockett, Meredith J. Sorensen","doi":"10.1007/s44186-023-00181-x","DOIUrl":"https://doi.org/10.1007/s44186-023-00181-x","url":null,"abstract":"","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"1 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is participation enough? Impact of simulation curriculum structure on performance of basic surgical skills","authors":"Connie J. Zhou, Anya L. Edwards, Riley Brian, Patricia S. O’Sullivan, Amy M. Shui, Aly Cortella, Adnan Alseidi, Joseph H. Rapp, Hueylan Chern, Shareef M. Syed","doi":"10.1007/s44186-023-00177-7","DOIUrl":"https://doi.org/10.1007/s44186-023-00177-7","url":null,"abstract":"Abstract Purpose The optimal strategy for curricular construction and feedback implementation, both critical for skill acquisition, is unknown in the simulation curricula setting. To address this gap, we examined the impact of individual components of our basic surgical skills curriculum on intern performance. Methods The basic surgical skills curriculum consists of skills lab sessions, self-recorded “homework” exercises graded with a score and narrative feedback, and a scored final assessment. Using linear regression, we assessed the association between assessment performance (scores) and four other curricular components (skills lab attendance, homework submission, homework scores, and receipt of feedback on homework). Narrative feedback quality was graded by three raters for relevance, valence, and specificity. Pearson’s r was used to calculate the association of each feedback variable with the assessment score. Results Among the 71 (73%) surgical interns who completed the curriculum, for each additional homework assignment that received structured feedback, assessment score increased by 0.54% ( p < 0.001; effect size 0.16). For each percentage point increase in homework score, assessment score increased by 0.21% ( p = 0.02; effect size 0.07). Pearson’s r revealed significant correlations between assessment score and relevant feedback (r = 0.26, p = 0.02), relevant feedback and corrective feedback (r = 0.70, p < 0.001), and between relevant and specific feedback (r = 0.74, p < 0.001). Relevant feedback comments were not correlated with reinforcing feedback (r = 0.01, p = 0.47). Conclusions Our findings reiterate the value of practice when accompanied by relevant feedback. We identified a default to providing lower-quality reinforcing feedback and higher-quality corrective feedback. Future feedback training may yield positive results.","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"36 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Surgery clerkship shelf performance: evaluating the impact of required didactic hours on exam scores","authors":"Hannah El-Sabrout, Katherine Barnes, Jessica Gosnell, Matthew Lin, Jaeyun Jane Wang","doi":"10.1007/s44186-023-00174-w","DOIUrl":"https://doi.org/10.1007/s44186-023-00174-w","url":null,"abstract":"","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The surgical education seminar series: a novel, free resource from the association for surgical education and the society for improving medical professional learning","authors":"Joseph C. L’Huillier, Rebecca Moreci, Rebecca S. Gates, Angela E. Thelen, Brian C. George, Sarah Jung","doi":"10.1007/s44186-023-00171-z","DOIUrl":"https://doi.org/10.1007/s44186-023-00171-z","url":null,"abstract":"","PeriodicalId":472275,"journal":{"name":"Global Surgical Education - Journal of the Association for Surgical Education","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135766079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}