Journal of Surgical Education最新文献

{"title":"Evaluation of Entrustable Professional Activities Implemented in Australian General Surgical Training: Perspectives of Surgeons and Trainees","authors":"Isaac Vaughn Ealing MD ,&nbsp;Sarah Whereat PhD ,&nbsp;Rowena Forsyth PhD ,&nbsp;Jonathan Hong FRACS ,&nbsp;Jerome Laurence PhD, FRACS","doi":"10.1016/j.jsurg.2025.103707","DOIUrl":"10.1016/j.jsurg.2025.103707","url":null,"abstract":"<div><h3>BACKGROUND</h3><div>In 2022 the General Surgical Education and Training program was implemented in Australia with a focus on competency-based medical education. This program utilized entrustable professional activities (EPAs) to provide a framework for teaching and assessing competencies.</div></div><div><h3>METHODS</h3><div>To investigate the implementation of EPAs in the General Surgical Education and Training program, interviews were conducted with both surgeons and trainees across Australia. Inductive thematic analysis was used to analyze interviews and synthesized into the Technology Acceptance Model.</div></div><div><h3>RESULTS</h3><div>Ten surgeons and 10 trainees were interviewed across Australia. Thirteen major themes were identified. Overall, EPAs were perceived as easy to use, with suggestions to improve functionality. Surgeons and trainees perceived their usefulness as creating a shared learning model, whilst educational and assessment value was lacking. Attitudes towards their use could be characterized as “tick-box tasks.” Actual use was retrospective, reflecting only a narrow spectrum of operative cases. Assessment was often irrespective of a trainees performance, and comment boxes were not filled in.</div></div><div><h3>CONCLUSION</h3><div>The implementation of EPAs in Australian general surgical training has had both intended and unintended implications. Improving the ease of use, and perceived usefulness of these tools for surgeons and trainees will improve attitudes towards use, and help align the intended and actual use.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103707"},"PeriodicalIF":2.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214871","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":"The “M” Word: Defining Malignancy in Surgical Residencies","authors":"Grant H. Gershner MD ,&nbsp;Kerstin M. Reinschmidt PhD, MPH ,&nbsp;Cody Dalton MD ,&nbsp;Heather Grubbs MD ,&nbsp;Catherine J. Hunter MD","doi":"10.1016/j.jsurg.2025.103660","DOIUrl":"10.1016/j.jsurg.2025.103660","url":null,"abstract":"<div><h3>Objective</h3><div>We sought to define the term “malignancy” in the setting of medical students applying to general surgery residencies.</div></div><div><h3>Design</h3><div>This was a retrospective qualitative analysis of Reddit.com’s yearly General Surgery Match Application spreadsheets. Programs were marked as malignant (Y), nonmalignant (N), and Mixed (Y/N). A code book was developed and responses coded. Thematic and pattern analysis was performed.</div></div><div><h3>Results</h3><div>We found malignancy could be broken into program and people factors. Program factors included: duty hours and violations, resident workload, resident training and education, resident autonomy, program hierarchy, and benefits. People factors included people from all levels in a program and included: instances of a toxic work culture, attending teaching, and resident cohesion. The label of malignancy caries significant impacts for both programs and residents like decreased amount of applicants, residents leaving programs early, or legal/administrative troubles.</div></div><div><h3>Conclusions</h3><div>Despite implementation of duty hour restrictions and abuse reporting systems, general surgery residencies are still noted to have issues with breaking hours and emotional, mental, and physical abuse. These characteristics have been complied under the umbrella term, “malignancy.” Malignant residencies have program wide factors, as well as individual people factors that contribute to malignancy.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103660"},"PeriodicalIF":2.1,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158811","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":"Improving Faculty Teaching of Medical Students During Surgical Clerkships: The Feedback they Want and the Feedback they Need","authors":"Kirstin Moreno PhD ,&nbsp;Mary Fry ND ,&nbsp;Jorge Walker MD ,&nbsp;Mackenzie Cook MD, FACS","doi":"10.1016/j.jsurg.2025.103703","DOIUrl":"10.1016/j.jsurg.2025.103703","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>To explore the types of feedback surgical faculty seek from learners to improve teaching skills and inform development of a more useful evaluation instrument.</div></div><div><h3>DESIGN</h3><div>Qualitative study using one-hour, semi-structured virtual interviews and reflexive thematic analysis.</div></div><div><h3>SETTING</h3><div>Department of Surgery at a single academic health center in the western United States.</div></div><div><h3>PARTICIPANTS</h3><div>Nine attending-level surgeons (4 female, 5 male) overseeing undergraduate medical student clerkships, representing 3 to 6, 10 to 14, and ≥20 years of teaching experience and varied educational training backgrounds.</div></div><div><h3>RESULTS</h3><div>Participants described teaching as rewarding—enhancing their own knowledge and witnessing learner growth—but also noted frustrations including time pressures, learner overload, and balancing control with autonomy. They reported that existing learner evaluations often arrive too late, use inflated Likert ratings, and lack specific narrative detail, limiting actionable insights. Faculty recommended targeted improvements: direct questions (e.g., “What could this person do to be a better teacher?”), prompts for qualitative comments, inclusion of time spent and teaching context (OR, clinic, floor), and checkboxes for observable teaching behaviors. A list of teaching behaviors and strategies was identified to inform future instrument items.</div></div><div><h3>CONCLUSIONS</h3><div>Surgical faculty desire timely, specific, and context-rich feedback to drive teaching improvement. Embedding structured prompts for actionable narrative comments and contextual variables into evaluation tools may enhance faculty development and align assessments with competency-based education goals.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103703"},"PeriodicalIF":2.1,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158812","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":"A Scoping Review Characterizing Reproductive and Childbearing Challenges in Plastic and Reconstructive Surgery","authors":"Micaela J. Tobin BA ,&nbsp;Audrey K. Mustoe BA ,&nbsp;Tricia Mae Raquepo BA ,&nbsp;Agustin N. Posso MD ,&nbsp;Sarah C. Hutton PhD ,&nbsp;Samuel J. Lin MD, MBA ,&nbsp;Ryan P. Cauley MD, MPH ,&nbsp;Bernard T. Lee MD, MPH, MBA ,&nbsp;Ashley N. Boustany MD ,&nbsp;Sarah J. Karinja MD","doi":"10.1016/j.jsurg.2025.103710","DOIUrl":"10.1016/j.jsurg.2025.103710","url":null,"abstract":"<div><h3>Objective</h3><div>An increasing number of women are choosing careers in the field of plastic and reconstructive surgery (PRS). These evolving surgeon demographics have highlighted the need for parental leave policies, lactation accommodations, and childcare services. Therefore, this study examines the reproductive and childbearing challenges that plastic and reconstructive surgeons encounter. Specific areas of focus include obstetric complications, parental leave, breastfeeding, childcare, and infertility.</div></div><div><h3>Methods</h3><div>In September 2024, a scoping review was conducted across CINAHL, Google Scholar, MEDLINE, PubMed, and Scopus, following PRISMA-ScR guidelines. Randomized control trials, observational studies, surveys, and interviews that examined pregnancy, parental leave, or family planning in PRS trainees or attendings were included. Abstracts, commentaries, editorials, systematic reviews, and non-English studies were excluded.</div></div><div><h3>Results</h3><div>Seventeen studies, consisting primarily of surgeon experience surveys (82.35%, n = 3,145), were examined. Infertility affected 19.6%-50.7% of surgeons, with 9.8%-19.6% utilizing assisted reproductive technology. Female surgeons were older at their first live births than the general population and faced stigma related to pregnancy. Between 39% and 56% experienced obstetric complications. Many reported a lack of lactation spaces and greater childcare burdens. Following the institution of a policy protecting parental leave by the American Board of Plastic Surgery (ABPS), trainees reported a positive affirmation in their selection of the surgical specialty.</div></div><div><h3>Conclusions</h3><div>The implementation of protected parental leave has positively influenced workplace culture in PRS. However, significant gender-related challenges remain, particularly stigmas surrounding pregnancy and parental leave.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103710"},"PeriodicalIF":2.1,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118859","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: Avoiding the Cognitive Trap Fundamentals of Surgery Curriculum","authors":"KE Kopecky ,&nbsp;MR Kapadia ,&nbsp;C Sobol ,&nbsp;ML Schwarze","doi":"10.1016/j.jsurg.2025.103689","DOIUrl":"10.1016/j.jsurg.2025.103689","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the cognitive trap and introduce a structured, scenario-based educational tool designed to help surgical trainees recognize and respond to patient and family emotions in clinical interactions.</div></div><div><h3>Design</h3><div>Descriptive report of a communication skill and novel training tool for improving emotional attunement in surgical patient care.</div></div><div><h3>Setting</h3><div>This educational tool was developed for use in learning environments, including residency training programs. It has been integrated into the <em>Fundamentals of Communication in Surgery (FCS)</em> curriculum, which is currently being piloted across diverse general surgery residency programs in the United States. Participating institutions include academic, community, and hybrid training sites to allow for evaluation in a range of real-world clinical education settings.</div></div><div><h3>Participants</h3><div>Surgical learners.</div></div><div><h3>Results</h3><div>Surgeons fall into the cognitive trap when they respond to emotionally driven patient or family questions with cognitive or logistical information, missing opportunities for connection. A scenario-based card game was developed to help learners practice identifying emotional cues and crafting empathetic responses before providing technical information. Facilitated group discussion reinforces the recognition of emotions and enables real-time feedback. This tool promotes awareness, deliberate practice, and increased fluency in emotionally attuned communication.</div></div><div><h3>Conclusions</h3><div>Avoiding the cognitive trap is a teachable skill that enhances therapeutic relationships in surgical care. Our scenario-based, gamified exercise offers a scalable method to teach empathy-driven communication and has been integrated into a national curriculum for surgical residents.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103689"},"PeriodicalIF":2.1,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109714","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":"Rapid Cycle Deliberate Practice With Spaced Training Achieves Comparable Results in Achieving Simple Laparoscopic Skills to Traditional Weekly Training and Saves Time","authors":"Killen H. Briones-Zamora MD ,&nbsp;Killen H. Briones-Claudett MD, PhD ,&nbsp;Wilman E. Serrano Torres MD ,&nbsp;Emily Loaiza Espinoza MD ,&nbsp;Wilman W. Serrano Olmedo MD ,&nbsp;Anahi D. Briones-Zamora MD ,&nbsp;Ana Cristina Lascano-Vélez MD ,&nbsp;Daniel E. Medina-Alvarado MD ,&nbsp;Emilio I. Perez Villacres MD ,&nbsp;Michael E. Alvarado Pihuave MD ,&nbsp;Absalón Quiroz Farfán MD ,&nbsp;Pedro X. Pérez Arizaga MD ,&nbsp;Laura Bejarano Loor MD ,&nbsp;Cesar A. Burgos-Villamil MD ,&nbsp;Gustavo A. Orellana-Sampedro MD","doi":"10.1016/j.jsurg.2025.103686","DOIUrl":"10.1016/j.jsurg.2025.103686","url":null,"abstract":"<div><h3>Objective</h3><div>To compare the effectiveness of a traditional weekly simulation-based training model versus a program combining Rapid Cycle Deliberate Practice (RCDP) with spaced learning for the acquisition of intracorporeal simple suture skills in medical students.</div></div><div><h3>Design</h3><div>Prospective quasi-experimental pilot study with block randomization. Students were grouped in blocks of 4 based on scheduling availability. Within each block, participants were randomly assigned to the intervention (RCDP with spaced learning) or control (traditional weekly training group). All participants received 4 sessions of laparoscopic simulation training and were assessed using blinded video evaluation. OSATS (Objective Structured Assessment of Technical Skills) and GRC (Global Rating Checklist) scores were compared using t-test or Mann–Whitney U test, pass/fail outcomes with chi-square or Fisher’s exact test, and procedure time–OSATS associations with Spearman’s correlation.</div></div><div><h3>Setting</h3><div>The study was conducted at a tertiary teaching hospital in Ecuador, between October and December 2024.</div></div><div><h3>Results</h3><div>Thirty-eight students completed the study. No statistically significant differences were found between the intervention and control groups in OSATS scores: intervention: median 13, IQR 9–15; control: median 12.5, IQR 10–15.5; p = 0.889) or in Global Rating Checklist (GRC) scores; intervention: median 12, IQR 8.75–16; control: median 11.5, IQR 8–15; p = 0.890). Time metrics for individual tasks and overall procedure time were also comparable between groups (p &gt; 0.3). Significant negative correlations were observed between total procedure time and OSATS performance scores in both groups, indicating that faster completion was associated with higher technical performance.</div></div><div><h3>Conclusions</h3><div>The combination of Rapid Cycle Deliberate Practice and spaced learning yielded comparable performance to a traditional weekly training model, despite a significant reduction in tutor-guided time and hands-on intracorporeal suture training. These findings support the potential of this approach as a viable and resource-efficient teaching alternative for basic laparoscopic skills, particularly under conditions of increased retention demand. Further studies are needed to evaluate its applicability to more complex procedures and its impact on long-term skill retention</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103686"},"PeriodicalIF":2.1,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109715","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":"The Surgical Coaching Program: Developing a One-on-One Technical Curriculum for Junior Neurosurgical Residents","authors":"Alankrita Raghavan MD ,&nbsp;Kennedy Carpenter MD ,&nbsp;Ellen O’Callaghan BA ,&nbsp;Seeley Yoo BA ,&nbsp;Steven Cook MD ,&nbsp;Courtney Rory Goodwin MD, PhD ,&nbsp;Katherine E. McDaniel PhD ,&nbsp;Michael Haglund MD","doi":"10.1016/j.jsurg.2025.103706","DOIUrl":"10.1016/j.jsurg.2025.103706","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Evolving constraints on resident operative autonomy require development of efficient resident training curricula outside the operating room (OR). We introduce a one-on-one technical curriculum for junior neurosurgical residents (Surgical Coaching Program, SCP)<span><span>¹</span></span> and report resident and faculty perspectives of the program’s utility in its pilot year.</div></div><div><h3>DESIGN</h3><div>Eight procedures were identified by faculty to pilot the curriculum. One coach per session was selected from the neurosurgical faculty at our institution. Six of the pilot sessions utilized cadaveric specimens and/or an operating microscope in a dissection laboratory, and 2 sessions were performed in an empty operating room. Faculty and resident surveys were collected after each session to understand their perceptions of the SCP.</div></div><div><h3>RESULTS</h3><div>The pilot year of the SCP received positive feedback from both residents and faculty. All faculty reported increased resident confidence by the end of their session, and those who worked with residents in the OR after the session reported increased resident confidence in the OR. All faculty either trusted the residents more after the session or had no change in the level of trust.</div></div><div><h3>CONCLUSION</h3><div>We present a structured, one-on-one technical curriculum for junior neurosurgical residents and report its effectiveness in enhancing confidence, operative autonomy, and faculty-resident trust. While other institutions may have utilized dissections for neurosurgical resident education, this is the first structured one-on-one curriculum formally described in the neurosurgery literature. This report serves as a platform for fostering new, innovative approaches to improve the effectiveness and efficiency of neurosurgical training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103706"},"PeriodicalIF":2.1,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145096575","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":"Data-Driven Metrics of Operative Performance: The Technology-Enhanced Surgical Training (TEST) Delphi Consensus Study","authors":"Lachlan Dick MBChB ,&nbsp;Victoria Ruth Tallentire MD ,&nbsp;Annemarie B. Docherty PhD ,&nbsp;Douglas S. Smink MD, MPH ,&nbsp;Richard JE Skipworth MD ,&nbsp;Steven Yule PhD ,&nbsp;Technology-Enhanced Surgical Training (TEST) Consensus Group","doi":"10.1016/j.jsurg.2025.103701","DOIUrl":"10.1016/j.jsurg.2025.103701","url":null,"abstract":"<div><h3>Objectives</h3><div>Technology-enhanced assessment of operative performance offers greater objectivity and reliability than traditional methods. However, consensus on the most critical metrics for informing the future of surgical training is lacking, and guidance on optimal application of these analytics to enhance feedback is needed. This study aimed to establish consensus on advanced operative performance metrics in surgical training and identify applications to enhance feedback.</div></div><div><h3>Design</h3><div>Data-driven 3-round Delphi method, where experts iteratively rated performance metrics derived from the surgical literature on a 7-point Likert scale. Statements reaching the <em>a priori</em> consensus threshold [round 1: &gt; 75% rating =&gt; 6; round 2 + 3 &gt; 50% rating =&gt; 6] were included in the final consensus statement.</div></div><div><h3>Setting</h3><div>Electronic survey, using the research electronic data capture (REDCap) system.</div></div><div><h3>Participants</h3><div>A pan-specialty, international panel of 57 surgical trainers, trainees and researchers.</div></div><div><h3>Results</h3><div>Twenty-two statements met the consensus threshold, of which 10 represented individual training specific metrics. Technical metrics were: dissection in the correct tissue plane (58.1% consensus); economy of motion (58.1%); and technical errors (53.5%). Non-technical metrics were: situation awareness (60.5%); communication (55.8%); decision -making (51.2%); and cognitive load (51.2%). Outcome metrics included: a safety score (60.5%); duration to react to adverse events (60.5%); and a global performance score (53.5%). Suggested applications to surgical training included: comparing individual metrics over time (65.1%); benchmarking against the average performance of trainees with similar experience (55.8%); and guiding formative assessments (51.2%).</div></div><div><h3>Conclusions</h3><div>This Delphi study established international consensus on advanced operative performance metrics, providing a foundation for improved feedback in surgical training. Demonstrating validity of existing metrics and developing novel ones that were highly ranked are the critical next steps to integrate advanced technologies into surgical training curricula, enhancing trainee development and patient safety.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103701"},"PeriodicalIF":2.1,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093122","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":"Palliative Care Education Programs for Surgeons: A Review of Current Curriculum and Education Outcomes","authors":"Sabrina Hui Xian Cheok MBBS, MRCSI, MMED ,&nbsp;Benjamin Paik MBBS ,&nbsp;Hann Natalie Soh MBBS ,&nbsp;Yang Yann Foo PhD ,&nbsp;Alethea C.P. Yee MBBS, MRCP, FAMS ,&nbsp;Sui An Lie MBBS, MRCP, MMed (Internal Medicine)MMed (Anaesthesiology), FAMS ,&nbsp;Gerald C.A. Tay MBBS, MMed(Surg), FRCS ,&nbsp;Jin Yao Teo MBBS, MMed (Surg), FRCS ,&nbsp;Yu Guang Tan MBBS, MRCSDWDMCIFAMS ,&nbsp;Mingzhe Cai MBBS, MMed (Surg), FRCS ,&nbsp;Chin Jin Seo MB, BCh, MMed (Surg), FRCS ,&nbsp;Johnny Chin-Ann Ong MBBS, MMed (Surg), FRCS, PhD ,&nbsp;Claramae S Chia MBBS, MMed (Surg), FRCS ,&nbsp;Jolene Si Min Wong MBBS, MMed (Surg), FRCS, MPH","doi":"10.1016/j.jsurg.2025.103690","DOIUrl":"10.1016/j.jsurg.2025.103690","url":null,"abstract":"<div><h3>Objective</h3><div>Up to 40% of surgeries performed at academic centers are palliative in nature. However, most surgeons report a lack of training and exposure to palliative care (PC). This is often attributed to the lack of standardized PC education programs during surgical training. In this study, we summarize current PC education programs for surgeons and evaluate their efficacy in improving PC-related educational outcomes.</div></div><div><h3>Design and Setting</h3><div>Three electronic databases (PubMed, Embase and Cochrane) were systematically searched for studies between 1st January 2005 and 28th February 2023. We included studies on PC education programs for surgical residents or fellows. Learning objectives, content coverage, and mode of delivery of each program was recorded. Efficacy of the programs in improving PC related educational outcomes was measured and included PC knowledge, communication skills , and changes in attitudes and beliefs.</div></div><div><h3>Participants</h3><div>We included 10 studies in which 577 surgeons underwent PC education programs.</div></div><div><h3>Results</h3><div>Eight studies focused on communication skills, including breaking bad news, code status clarification and prognoses discussions. Five studies focused on PC knowledge, including management of end-of-life symptoms, hospice care, and outcomes of cardiopulmonary resuscitation. PC program duration and modes of delivery varied from didactic lectures, case-based discussions, role-play, to specialist PC work attachments. Post-program, all studies reported an increase in PC knowledge scores. 87% of studies reported improvements in communication skills and a change in attitude favoring PC.</div></div><div><h3>Conclusion</h3><div>PC education programs for surgeons vary widely in educational objectives, content, mode of delivery and efficacy measures. Our findings highlight the imperative to develop a standardized surgical PC curriculum to facilitate PC training among surgeons.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103690"},"PeriodicalIF":2.1,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093146","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":"Exploring Presenteeism in Obstetrics and Gynecology Residency","authors":"Mengyang Sun MD, MS ,&nbsp;Karen George MD, MPH ,&nbsp;Jennifer M. Keller MD, MPH ,&nbsp;AnnaMarie Connolly MD ,&nbsp;Luke Keating MS ,&nbsp;Erika Banks MD","doi":"10.1016/j.jsurg.2025.103685","DOIUrl":"10.1016/j.jsurg.2025.103685","url":null,"abstract":"<div><h3>Objective</h3><div>To examine the rates of and reasons for presenteeism amongst obstetrics and gynecology (OBGYN) residents and program directors (PDs).</div></div><div><h3>Methods</h3><div>A national survey regarding presenteeism was administered to OBGYN residents and PDs. Sociodemographic data and residency program characteristics were collected from both groups. A Z test of independent proportions was used to investigate differences in reported presenteeism between residents and PDs. Bivariate analyses were performed to examine key outcomes of interest by sociodemographic and program characteristics. Kappa coefficients were calculated to assess agreement in program culture support for resident versus attending absence when unfit for duty. Multivariable linear regression analyses were performed to examine effects of hypothesized predictors of PD job satisfaction.</div></div><div><h3>Results</h3><div>A greater proportion of residents (51.3%) compared to PDs (21.2%) reported presenteeism (p &lt; 0.001). The most common reasons reported by residents for presenteeism were concerns about forcing colleagues to cover (83.1%) and responsibility to care for patients (11.3%); while for PDs, they were responsibility to care for patients (35.6%) and residency administrative responsibilities (35.6%).</div><div>In the resident survey, we found significant differences in rates of presenteeism by geographic region (p &lt; 0.001), program type (p = 0.003), and training year (p = 0.001). We also found significant differences in program culture support for resident/attending/fellow leaves of absence when unfit for work by geographic region (p &lt; 0.001). Lastly, we found significant differences in expectations for residents to “pay back” covered shifts during sick leave by geographic region (p &lt; 0.001), and training year (p = 0.014).</div><div>In the PD survey, we found significant differences in availability of emergency childcare by program size (p &lt; 0.001) and program type (p = 0.003). We observed fair agreement between ratings of program culture support for resident versus attending absence when unfit for work (κ = 0.259, p &lt;0.001). In adjusted analyses, we observed a negative effect of PD presenteeism (p = 0.044) and a positive effect of program culture support for attending absence (p = 0.007) on PD job satisfaction.</div></div><div><h3>Conclusions</h3><div>Presenteeism was reported by a greater proportion of residents compared to PDs. A supportive culture for attending absence positively correlated with PD job satisfaction, whereas PD presenteeism had a detrimental effect. These findings suggest that institutional policies and support systems may have a critical impact on mitigating presenteeism and enhancing job satisfaction within residency programs, highlighting the need for targeted interventions to foster a supportive work environment for both residents and PDs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103685"},"PeriodicalIF":2.1,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093148","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}