Journal of Surgical Education最新文献

{"title":"The Application of Virtual Simulation Teaching in the Education of Pediatric Acute Intussusception","authors":"Guobing Liu ,&nbsp;Xuan Zhai ,&nbsp;Xiaofeng Song ,&nbsp;Bolin Chen ,&nbsp;Quan Kang","doi":"10.1016/j.jsurg.2025.103536","DOIUrl":"10.1016/j.jsurg.2025.103536","url":null,"abstract":"<div><div>In the field of medical education, traditional teaching methods of ten fall short of achieving the desired educational outcomes for surgical diseases. Virtual simulation teaching, which utilizes computer-generated 3D models and interactive simulations, provides learners with a safe, controllable, and repeatable learning environment. This study focuses on pediatric acute intussusception as the teaching content, exploring the effectiveness and role of virtual simulation teaching as a new method in the education of pediatric surgical diseases.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103536"},"PeriodicalIF":2.6,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Variability in Testing Scenario Complexity Reduces the Validity of the Advanced Trauma Life Support Certification Assessment","authors":"Seguin Ryerson MD,&nbsp;Peabody Jeremy MD,&nbsp;Ryan Joanna F MD, MEd, FRCSC,&nbsp;Anantha Ram MD, FRCSC,&nbsp;Turner Simon R MD, MEd, FRCSC,&nbsp;Strickland Matt MD, FRCSC","doi":"10.1016/j.jsurg.2025.103553","DOIUrl":"10.1016/j.jsurg.2025.103553","url":null,"abstract":"<div><h3>BACKGROUND</h3><div>The Advanced Trauma Life Support (ATLS) course plays a pivotal role in the trauma education of healthcare professionals on a global scale. To achieve certification, participants are evaluated in simulated trauma scenarios. The McGill Simulation Complexity Score (MSCS) is a trauma-specific tool with supporting validity evidence, developed to quantify the complexity of trauma simulations. This study aims to assess the heterogeneity and complexity of the trauma scenarios used to assess ATLS candidates.</div></div><div><h3>METHODS</h3><div>Four independent reviewers utilized the MSCS to assess the 21 ATLS assessment scenarios for complexity. Each resuscitation component (Airway, Breathing, Circulation, Disability, Exposure) was given a score from 0 (lowest complexity) to 4 (highest complexity), with a total case score between 0 and 20. Variability between case complexity and inter-reviewer reliability was assessed.</div></div><div><h3>RESULTS</h3><div>The mean complexity score was 7.7 (standard deviation 0.61), with scores ranging from 3.5 to 13.25. Inter-rater reliability was high with an interclass correlation coefficient of 0.80. Of the individual resuscitation elements scored, the circulation component demonstrated the highest average complexity while the exposure component contributed the least complexity with mean scores of 2.38 and 0.82, respectively.</div></div><div><h3>CONCLUSION</h3><div>There is variability in the complexity scores of the ATLS assessment simulation scenarios. This variability is a threat to the validity of the ATLS course assessment. Given the requirement for ATLS certification in many health professions training programs and employment opportunities, reform of course assessment scenarios should be considered to standardize complexity and support assessment validity.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103553"},"PeriodicalIF":2.6,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Progression of Academic Surgical Residents to Higher Academic Training and Associations With Protected Characteristics: A UK Cohort Study","authors":"Jaspreet Kaur Seehra,&nbsp;Brett Doleman,&nbsp;Jonathan Lund","doi":"10.1016/j.jsurg.2025.103552","DOIUrl":"10.1016/j.jsurg.2025.103552","url":null,"abstract":"<div><h3>Introduction</h3><div>The Integrated Academic Training (IAT) pathway was introduced to support surgical academic careers encouraging research integration alongside clinical training. Success of the IAT pathway remains unclear. This study aims to investigate the progression of IAT surgical trainees from Academic Clinical Fellowship (ACF) to Clinical Lecturship (CL) while exploring the impact of gender, age and COVID-19.</div></div><div><h3>Method and Materials</h3><div>A retrospective cohort study (2016-2024) of 686 academic trainees across 10 surgical specialties was conducted using data from the Joint Committee on Surgical Training (JCST) and ISCP. Statistical analysis was performed using cox proportional hazards and logistic regression models to assess factors influencing progression from ACF to CL. Demographic variables and the impact of the COVID-19 pandemic (defined by training start year) were analysed.</div></div><div><h3>Results</h3><div>Progression from ACF to CL was low (7.3%) with no significant gender differences observed in progression rates (7.62% for men vs 6.32% for women). COVID-19 had a significantly negative impact on progression, with an adjusted odds ratio of 0.09 (95% CI: 0.003-0.30, p &lt; 0.001), indicating a markedly reduced likelihood of progressing during the pandemic era. Specialty had no effect (p = 0.94), and age under 30 showed a trend toward improved progression, though not statistically significant (p = 0.316). Trainees in Paediatric Surgery and Neurosurgery had the longest academic placements.</div></div><div><h3>Conclusion</h3><div>The surgical IAT pathway has high attrition and unequal progression rates, especially post COVID-19. Despite gender parity in progression rates, systemic issues such as COVID-19, insufficient support and the inequalities in non-run-through training pathways hinder academic career development. Reforms are needed to address these challenges and improve the IAT pathway’s effectiveness in developing a future surgical academic workforce.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103552"},"PeriodicalIF":2.6,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144168883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Table of Contents & Bacode","authors":"","doi":"10.1016/S1931-7204(25)00152-7","DOIUrl":"10.1016/S1931-7204(25)00152-7","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 7","pages":"Article 103571"},"PeriodicalIF":2.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What is the Medical Student Experience of Incivilities on the Surgery Clerkship and Do They Matter?","authors":"Gazi Rashid MD ,&nbsp;Esther Kim MD ,&nbsp;Amy Evenson MD ,&nbsp;Reza Askari MD, PhD ,&nbsp;Emil Petrusa PhD ,&nbsp;David Rogers MD, MHPE ,&nbsp;Roy Phitayakorn MD, MHPE","doi":"10.1016/j.jsurg.2025.103535","DOIUrl":"10.1016/j.jsurg.2025.103535","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>To study medical students’ experiences with incivilities on the surgery clerkship</div></div><div><h3>DESIGN</h3><div>A retrospective cross-sectional survey study based on the Workplace Incivility Scale 12 (WIS-12) that quantified the frequency of experienced incivilities, averaged the frequency of all twelve incivilities as an index, and characterized how they affected students’ perceptions of surgery</div></div><div><h3>SETTING</h3><div>A single large urban medical school affiliated with multiple quaternary level medical centers</div></div><div><h3>PARTICIPANTS</h3><div>From October 2022 to 2023, all medical students on their surgery clerkship at 3 different medical centers received a paper survey near the end of the 12-week clerkship period. The response rate was 83% (118/144), of whom 41% self-identified as male and 38% as White.</div></div><div><h3>RESULTS</h3><div>Ninety-seven percent of respondents experienced an incivility during the clerkship, the most frequent of which was receiving little attention for their opinions (3.07 ± 1.34, mean ± standard deviation), being interrupted (2.36 ± 1.38), and being ignored (2.27 ± 1.37). Students whose interest in a surgical career decreased by the end of the clerkship had a significantly higher index of incivility than those whose interest increased or remained stable (2.13 ± 0.86 vs. 1.70 ± 0.58 respectively, p &lt; 0.005). Students whose perception of surgical culture worsened by the end of the clerkship had a significantly higher index compared to those whose perceptions improved or remained stable (2.12 ± 0.71 vs. 1.68 ± 0.59 respectively, p &lt; 0.05).</div></div><div><h3>CONCLUSIONS</h3><div>Medical students reported incivilities as nearly ubiquitous during the surgery clerkship. A higher frequency of these experiences was associated with decreased interest in surgery and worse perceptions of surgical culture. Surgical educators should track and intervene on these behaviors during the clerkship. Other specialties should study these phenomena as well.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103535"},"PeriodicalIF":2.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144168884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defining the Impact of Short-Term Surgical Education Courses in Low- and Middle-Income Countries: A Systematic Review","authors":"Hillary E. Mulvey MD ,&nbsp;Jenny L. Zheng BS ,&nbsp;Maia D. Regan BA ,&nbsp;Divya Talwar PhD ,&nbsp;Anchi B. Numfor MD ,&nbsp;Keith Baldwin MD ,&nbsp;David A. Spiegel MD","doi":"10.1016/j.jsurg.2025.103554","DOIUrl":"10.1016/j.jsurg.2025.103554","url":null,"abstract":"<div><h3>Objective</h3><div>There is a high burden of surgical disease in low- and middle-income countries (LMICs). One approach for improving surgical service delivery in LMICs is education of health professionals, including short-term education courses. The goal of this review is to evaluate short-term education courses in terms of content, evaluation, and impact.</div></div><div><h3>Materials and Methods</h3><div>A systematic review of the literature was performed in adherence with PRISMA framework. PubMed and EMBASE databases were queried using six predefined search terms to identify publications from 1990 to 2020. Two independent reviewers screened the records for inclusion and exclusion criteria. Studies of short-term courses (&lt; 1 month) in LMICs that involved health care personnel and evaluated course impact were included.</div></div><div><h3>Results</h3><div>Of the 2640 records identified in the initial query, 45 articles were ultimately selected for inclusion in this systematic review. Thirty-three unique LMICs were represented, with eight courses held in multiple locations. The majority of courses were developed in high-income countries, lasted three days or less, and were intended for resident and attending doctors. While the specialty-focus of courses varied widely, nearly all courses aimed to teach both knowledge and skills, and the most common educational components included lectures and simulation and/or hands-on practical skills sessions. Written pre and postcourse knowledge testing was the most common method for evaluating course impact; however, there were a large variety of other evaluation methods including review of hospital metrics, clinical skills assessment, and participant survey.</div></div><div><h3>Conclusions</h3><div>Short-term education courses are held in many LMICs to teach a variety of procedural skills to surgical and anesthetic providers. While there are similarities in course goals and educational components, there is substantial variation in methods used to evaluate course impact, as well as a lack of understanding the long-term retention of skills and impact on practice change and patient outcomes.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103554"},"PeriodicalIF":2.6,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144146695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a Holistic Rubric for Surgery Residency Interview Evaluations: A Pilot Study for Interview Use","authors":"Emily M. Astarita,&nbsp;Lindsey M. Brinkley,&nbsp;Janice A. Taylor","doi":"10.1016/j.jsurg.2025.103555","DOIUrl":"10.1016/j.jsurg.2025.103555","url":null,"abstract":"<div><h3>Objective</h3><div>This pilot study evaluated the impact of a revised interview scoring form, incorporating holistic elements, on the assessment of surgical residency applicants.</div></div><div><h3>Design</h3><div>The study was deemed IRB-exempt. The study team revised the institution’s surgery residency interview scoring form to incorporate best practice factors for a more holistic applicant review. ANOVA analysis (p &lt; 0.05) was conducted to compare scores between the old and new forms. Setting: Academic surgical residency program.</div></div><div><h3>Participants</h3><div>Fifteen total blinded applicants' files from match years 2019 to 2021 were reviewed using the new holistic interview scoring form.</div></div><div><h3>Results</h3><div>Statistical analysis revealed only minor score differences for 4 applicants, with no notable directional bias. The incorporation of holistic elements did not significantly alter overall scoring outcomes.</div></div><div><h3>Conclusions</h3><div>The introduction of a holistic interview scoring form aligns with efforts to promote inclusivity in residency selection. Adding nontraditional assessment criteria, such as life experiences, growth mindset, and teamwork, the overall scoring outcomes remained consistent with the previous form. This suggests that traditional and holistic assessment factors can coexist without compromising the fairness of the interview process. Evaluation and revision of interview scoring forms is feasible for any program specialty and is recommended to ensure ongoing inclusion in resident selection practices.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103555"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How I Do It: Improving Resident Led Medical Student Education With Premade Chalk Talks","authors":"Ezra S. Brooks MD ,&nbsp;Nancy L. Cho MD, FACS","doi":"10.1016/j.jsurg.2025.103551","DOIUrl":"10.1016/j.jsurg.2025.103551","url":null,"abstract":"<div><h3>Objective</h3><div>To develop educational resources that will lessen the burden of teaching on residents and improve medical student experiences on surgical clerkships.</div></div><div><h3>Design</h3><div>This is a descriptive study of a resource developed at our institution to improve resident to medical student teaching.</div></div><div><h3>Setting</h3><div>This was conducted at Brigham and Women’s Hospital, an academic teaching hospital in Boston, MA.</div></div><div><h3>Participants</h3><div>General surgery residents and second- and third-year medical students rotating on general surgery during their clerkship experience.</div></div><div><h3>Results</h3><div>A repository of premade chalk talks decreases the burden on residents of teaching medical students, increases the quality of their teaching, and improves medical student experiences rotating on surgery during clerkships.</div></div><div><h3>Conclusions</h3><div>Premade chalk talks offer a valuable and novel resource to residents, enabling them to provide higher quality teaching with less preparation.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103551"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144131247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-Based Training for Orthopedic Surgery: An Evaluation of the Australian Orthopedic Association Training Program 2017-2021","authors":"Bryan Ashman FRACS ,&nbsp;Adrian Cosenza MBA ,&nbsp;Jason Frank MD ,&nbsp;Ian Incoll FRACS ,&nbsp;Chris Kondogiannis FRACS ,&nbsp;Markku Nousiainen MD ,&nbsp;Linda Snell MD ,&nbsp;James Tomlinson FRCS ,&nbsp;Sindy Vrancic FRACS","doi":"10.1016/j.jsurg.2025.103550","DOIUrl":"10.1016/j.jsurg.2025.103550","url":null,"abstract":"<div><h3>Background</h3><div>Surgical training systems worldwide are undertaking reforms to incorporate competency-based education. There is little published evidence on how competency-based surgical training curricula can be effectively implemented and evaluated.</div></div><div><h3>Summary of Work</h3><div>We describe an evaluation of the impact of the re-design of the Australian Orthopedic Association national surgical training program, which transitioned from a time-based apprenticeship model to a competency-based model in 2017. We used a mixed-methods research approach with a combination of quantitative analysis of in-training portfolio data and qualitative thematic analysis of survey responses and focus group transcripts.</div></div><div><h3>Results</h3><div>Survey responses from trainees, recent graduates and training faculty revealed alignment in most areas but divergent opinions in some. Detailed discussion of these discrepancies with the focus groups enabled better understanding of the impact of the re-designed program on them and other interested parties. A national core curriculum, programmatic assessment with workplace-based tools, a formal teaching syllabus and appropriate supervision were identified as strengths of the new program. Variability in the delivery of several aspects of the curriculum and use of assessment tools were noted as ongoing challenges.</div></div><div><h3>Discussion</h3><div>Trainee exposure to teaching and learning of professional skills was variable, as was clinical experience in all orthopaedic pathology domains. Assessment of competence in clinical and professional skills was perceived to be onerous for both trainees and trainers. A better supported faculty development process and enhanced engagement with all participants was recommended to improve buy-in to the educational aims of the program and improve assessment.</div></div><div><h3>Conclusion</h3><div>The program evaluation panel concluded that many of the original aims of the re-design process were implemented successfully but several challenges emerged, echoing common issues encountered globally in organizational change projects in healthcare and the implementation of competency-based training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103550"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics of Surgical Coaching Interventions: A Systematic Review","authors":"Benjamin Julien ,&nbsp;Douglas Greer ,&nbsp;Nicholas Bull ,&nbsp;Boris Zevin PhD ,&nbsp;Christine O’Neill ,&nbsp;Conor Gilligan PhD","doi":"10.1016/j.jsurg.2025.103543","DOIUrl":"10.1016/j.jsurg.2025.103543","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Coaching is increasingly utilized as an educational intervention for performance improvement in surgeons and surgical trainees. Surgical coaching has been utilized across a broad range of specialties, experience levels and outcomes with generally positive results. Coaching interventions are often developed by individual institutions for their own context which has resulted in a heterogenous group of interventions. This review aims to investigate surgical coaching interventions to identify common characteristics that comprise an effective coaching intervention.</div></div><div><h3>METHODS</h3><div>A systematic review was conducted to identify studies investigating surgical coaching interventions up to July 2024. Studies were limited to English language peer-reviewed studies that adequately described the characteristics and outcomes of the surgical coaching intervention. Data on the primary and secondary outcomes, study objective and participants’ demographics were also recorded.</div></div><div><h3>RESULTS</h3><div>The search across 4 electronic databases generated 9538 citations. Following screening and review of full text articles 28 studies were included in the review. Surgical coaching interventions were carried out in 8 separate countries with the majority (22/28) in North America. Studies involved between 3 and 107 participants. Coaching interventions were markedly heterogenous, and specific details of the methods used were inconsistently documented. Study length ranged from 1 (9/28) to 14 (1/28) sessions and duration from less than 15 minutes (1/29) to greater than 3 hours (3/28). The most common themes were goal setting (10/28), feedback (7/28) and reflection (7/28). Outcomes were generally positive with 47 of 55 identified outcomes demonstrating benefit from surgical coaching. There were 3 key domains and 13 sub-domains that comprised the majority of coaching interventions.</div></div><div><h3>CONCLUSIONS</h3><div>Surgical coaching has been shown to be a promising intervention that requires more rigorous research to develop the field. We have identified 3 key domains which can be utilized to analyses and develop coaching interventions in the future.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103543"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144131248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}