Journal of Surgical Education最新文献

{"title":"How I Do It: Process Control in Medical Student Experiences of Surgery","authors":"Lauren Hackney ,&nbsp;Emmet Dorrian ,&nbsp;Julie Scoffield ,&nbsp;Stephen O'Neill","doi":"10.1016/j.jsurg.2024.08.029","DOIUrl":"10.1016/j.jsurg.2024.08.029","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>Extreme variation exists in teaching and clinical exposure for medical students, both from specialty-to-specialty but also between universities. There is mounting literature highlighting the need to reform and standardize surgical education to allow for unified graduate competency. In line with the recommendations from the GMC and the Royal College of Surgeons England (RCSEng), Queens University Belfast (QUB) significantly revised their undergraduate medical programme. Within this new curriculum is the introduction of Specialty Focus week in Surgery. This report reviews the processes used in the introduction of this week.</p></div><div><h3>DESIGN</h3><p>The initial week was formulated with a weekly timetable consisting of tutorials, bedside teaching and students following a peri-operative case. Run charts were populated with an alert when feedback dropped below a certain standard, which then triggered an intervention.</p></div><div><h3>PARTICIPANTS</h3><p>Feedback was collected via a QR code from the first 200 surgical student.</p></div><div><h3>SETTINGS</h3><p>Belfast City Hospital in association with QUB undergraduate curriculum.</p></div><div><h3>RESULTS</h3><p>Run charts resulted in an alert when feedback dropped below 8/10. Following this we implemented smaller group bedside teaching. There was a significant improvement in feedback post intervention (p = 0.04) with no further alerts. Overall feedback had a nonsignificant feedback improvement post intervention (p = 0.07) with once again, no further alerts.</p></div><div><h3>CONCLUSION</h3><p>This review has shown how we have provided some standardization of local surgical teaching, as well as having a process centered model of monitoring. This approach is easy to implement and could be reproduced elsewhere.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1632-1636"},"PeriodicalIF":2.6,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1931720424004136/pdfft?md5=a069e43576e95145c3f06b752e5d8f1a&pid=1-s2.0-S1931720424004136-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How I Do It: Using ChatGPT to Create Clinical Scenarios for Surgical Learning and Oral Boards Preparation","authors":"Tanner Wilson MD,&nbsp;Kenneth K.W. Lee MD","doi":"10.1016/j.jsurg.2024.07.030","DOIUrl":"10.1016/j.jsurg.2024.07.030","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>To evaluate the use of the large language model ChatGPT to simulate an oral surgical boards examination environment.</p></div><div><h3>Design</h3><p>ChatGPT was asked to create oral surgical boards questions based on a series of clinical scenarios.</p></div><div><h3>RESULTS</h3><p>ChatGPT created clinically relevant oral board-type questions. ChatGPT provided pertinent follow-up questions after the user's response as would occur in an oral examination as well as feedback regarding the user's response.</p></div><div><h3>CONCLUSIONS</h3><p>Chat GPT can simulate an oral boards-style examination of a surgical trainee with a reasonable degree of clinical detail and immediate feedback. It may be a useful as a curricular tool and for self-education and board preparation.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1623-1631"},"PeriodicalIF":2.6,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1931720424003726/pdfft?md5=7e980831a71f613a228fcca0c66e3e5a&pid=1-s2.0-S1931720424003726-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Holistic Application Scoring on Interview Offers","authors":"Sandra DiBrito MD, PhD,&nbsp;Timothy M. Ullmann MD,&nbsp;Pooja Desai MD,&nbsp;KMarie King MD, MBA,&nbsp;Jessica Zaman MD","doi":"10.1016/j.jsurg.2024.07.013","DOIUrl":"10.1016/j.jsurg.2024.07.013","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>We aimed to develop a holistic screening tool for surgical residency application processing to capture the diverse skills and attributes of the applicant, based on characteristics most commonly associated with success in our residency program.</p></div><div><h3>DESIGN</h3><p>We developed an application-scoring rubric with 4 domains based on ACGME Holistic reviewing criteria: academic potential, experiences, personal attributes, and clinical competency. We scored academic potential based on a composite of Step 2 score, MSPE tier rank, surgery clerkship grade, college honors, publications, and presentations. An additional score accounted for personal adversity overcome or “distance travelled”. This included previous homelessness, first-generation college student or immigrant status, noted socioeconomic hardship, disability overcome, or other stated personal experience of discrimination including underrepresented in medicine status. We sorted the list of top 200 candidates by adversity score, Step 2 score, academic potential score, and total overall score to compare the groups in terms of interview offers.</p></div><div><h3>SETTING</h3><p>We are an academic surgical residency program housed within a private medical college in the Northeast region.</p></div><div><h3>PARTICIPANTS</h3><p><em>:</em> All categorical applicants to our program were managed with our holistic screening approach.</p></div><div><h3>RESULTS</h3><p>There were 29 students with the highest adversity score (AS) of 4 and 26 (90%) were selected to interview based on holistic overall score and reviewer comments. Fourteen students had an AS of 3, and 12 (86%) were selected to interview. Twenty-five students had an AS of 2, and 23 (92%) were selected to interview. If Step 2 score alone had been used to determine which applicants should be interviewed, only 11 students (38%) with an AS of 4 would have been interviewed. If the academic potential alone was used for screening, only 10 (35%) of students with an AS of 4 would have been interviewed. Taking all students with any adversity score into account (n = 70), when screened with only Step 2 scores, just 31(44%) would have been interviewed. When ranked by academic potential score, 35 (50%) would have been interviewed. When applying our holistic overall score alone, 56 (80%) would have been interviewed.</p></div><div><h3>CONCLUSIONS</h3><p>Performing a holistic application review and ranking students not only by standardized exam scores, but also considering other history of academic achievement, personal attributes, experiences in leadership or service, and clinical competency can allow for mitigation of implicit bias. Allowance for an adversity score can help programs recognize students who have significantly longer “distance traveled” to make it through medical education and who have the potential to be fantastic residents.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1602-1611"},"PeriodicalIF":2.6,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172929","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":"Surgery 360° Assessment Tool: Informing the Clinical Competency Committee with Nonfaculty Feedback on the “Soft Skills”","authors":"Casey K Paterson MD,&nbsp;Osama Anis MD,&nbsp;Hudson Carter MD,&nbsp;Rebecca Augustine,&nbsp;Robert Josloff MD,&nbsp;Orlando Kirton MD,&nbsp;Kristin M Noonan MD","doi":"10.1016/j.jsurg.2024.07.011","DOIUrl":"10.1016/j.jsurg.2024.07.011","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1585-1591"},"PeriodicalIF":2.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163649","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":"Effects of Mentorship on Surgery Residents’ Burnout and Well-Being: A Scoping Review","authors":"Emmanuel D. Gaeta MD, MPH,&nbsp;Megan Gilbert MD,&nbsp;Alexandra Johns MD, MPH,&nbsp;Gregory J. Jurkovich MD,&nbsp;Minna M. Wieck MD","doi":"10.1016/j.jsurg.2024.08.001","DOIUrl":"10.1016/j.jsurg.2024.08.001","url":null,"abstract":"<div><h3>BACKGROUND</h3><p>In surgical training, a mentor is a more senior and experienced surgeon who guides a surgical trainee to meet personal, professional, and educational goals. Although mentorship is widely assumed to positively affect surgical residents’ professional development, a more nuanced understanding of mentorship's impact is lacking and urgently needed as burnout rates among residents increase. This study aims to summarize the current literature on the effects of mentorship on surgical residents’ burnout and well-being.</p></div><div><h3>METHODS</h3><p>A comprehensive literature review was performed with key terms related to “surgical resident” and “mentor” using Pubmed, Embase, and ProQuest databases for primary studies published in the United States or Canada from January 1, 2010 to December 9, 2022 that measured outcomes related to burnout and well-being. Multiple reviewers screened titles and abstracts for relevance, then full-text articles for eligibility.</p></div><div><h3>RESULTS</h3><p>Initial search resulted in 1,468 unique articles, and 19 articles were included after review. Only one article was a randomized controlled trial. Twelve studies described a decrease in burnout rates or in outcomes related to burnout. In contrast, 4 studies identified negative outcomes related to burnout. Six studies showed improved well-being or related outcomes. One study was not able to show a change in self-valuation between coached and noncoached residents.</p></div><div><h3>CONCLUSION</h3><p>High quality mentorship can be associated with improved well-being and decreased burnout in surgical residents, but the key elements of effective and helpful mentorship remain poorly characterized. This summary highlights the importance of making mentorship accessible to surgical residents, and training faculty to be effective mentors.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1592-1601"},"PeriodicalIF":2.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1931720424003787/pdfft?md5=182debf733c33a6d63c51eaee65ba38e&pid=1-s2.0-S1931720424003787-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Extrapolative Validity Evidence of the Anastomosis Objective Structured Assessment of Technical Skill (A-OSATS) for Robotic Ileocolic Anastomosis","authors":"Tiffany K. Brocke MD, MHPE ,&nbsp;Cory Fox BA ,&nbsp;Julie M. Clanahan MD, MHPE ,&nbsp;Coen L. Klos MD ,&nbsp;William C. Chapman Jr MD, MPHS ,&nbsp;Paul E. Wise MD ,&nbsp;Michael M. Awad MD, PhD, MHPE ,&nbsp;Kerri A. Ohman MD","doi":"10.1016/j.jsurg.2024.07.021","DOIUrl":"10.1016/j.jsurg.2024.07.021","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>To collect validity evidence for the use of the Anastomosis Objective Structured Assessment of Technical Skills (A-OSATS) instrument, which has been developed to evaluate performance of a minimally invasive side-to-side bowel anastomosis with hand-sewn common enterotomy.</p></div><div><h3>DESIGN</h3><p>Residents performed a robotic ileocolic anastomosis simulation on an ex vivo porcine model. Faculty scored each resident with the A-OSATS and performed a provocative leak test on the completed anastomoses. Residents were reassessed on the sewing sub-score 1 month later. Data were compared with parametric and nonparametric analysis.</p></div><div><h3>SETTING</h3><p>Single academic general surgery residency</p></div><div><h3>PARTICIPANTS</h3><p>PGY-4 and -5 general surgery residents (n = 17)</p></div><div><h3>RESULTS</h3><p>PGY-5s performed better than PGY-4s in repeat A-OSATS sewing sub-score (mean 55/55 ± 0 vs 43 ± 4.9, p &lt; 0.001) and time to complete (minutes, mean 14.5 ± 4.9 vs 21.2 ± 3.9, p = 0.01). There was a strong correlation between A-OSATS score and time (r = −0.67, p = 0.005). For the initial assessment, there was no significant difference in mean A-OSATS score between anastomoses that leaked and those that did not leak (137.3 ± 14.5 vs 150.1 ± 11.2, p = 0.098), but on repeat assessment, intact anastomoses had a higher mean A-OSATS sewing sub-score than those that leaked (52.2 ± 4.7 vs 39 ± 3.5, p = 0.007). There was no significant difference between initial A-OSATS score and repeat score (p = 0.14).</p></div><div><h3>CONCLUSIONS</h3><p>We provide extrapolative validity evidence for the A-OSATS instrument by comparing A-OSATS score to time to sew, provocative leak test, and discrimination between PGY-4s and PGY-5s. Generalizability validity evidence is provided by test-retest reliability. Further refinement is needed for the A-OSATS tool to be used for high-stakes entrustment decisions in resident-performed robotic ileocolic anastomoses.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1577-1584"},"PeriodicalIF":2.6,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S193172042400343X/pdfft?md5=c560c661fb0f7906371505ad3391d58c&pid=1-s2.0-S193172042400343X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142163648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Prospective Study to Assess the Relationship Between Nontechnical Skills for Surgeons (NOTSS) and Patient Outcomes","authors":"Egide Abahuje MBBS, PhD ,&nbsp;Lixuan Cong MPP ,&nbsp;Cassandra B. Iroz MS ,&nbsp;Jeffrey H. Barsuk MD, MS, SFHM ,&nbsp;Anne Stey MD, MS, FACS ,&nbsp;Donald S. Likosky PhD ,&nbsp;Tara Lagu MD ,&nbsp;Julie K. Johnson MSPH, PhD ,&nbsp;Amy Halverson MD, MHPE, FACS","doi":"10.1016/j.jsurg.2024.07.022","DOIUrl":"10.1016/j.jsurg.2024.07.022","url":null,"abstract":"<div><h3>BACKGROUND</h3><p>Effective technical and nontechnical skills are necessary for surgeons to provide optimal patient care. The aim of this study was to assess the relationship between Nontechnical Skills for Surgeons (NOTSS) and postoperative outcomes among general surgery patients.</p></div><div><h3>METHOD</h3><p>This prospective observational study was conducted at a single, large, urban, academic hospital in the USA from February to September 2022. Two raters (an observer and a nurse) assessed each participating surgeon during 3 to 5 different operations. Patient outcome data were collected from the Illinois Surgical Quality Improvement Collaborative (ISQIC) database. We used the American College of Surgeons National Quality Improvement Program (ACS NSQIP) method to calculate risk-adjusted complications. Robust linear regression models were used to assess the association between surgeons’ nontechnical skills and risk-adjusted postoperative complications.</p></div><div><h3>RESULTS</h3><p>Of the 45 surgeons who were observed in the study, 25 (55.5%) had patient outcome data captured by the ISQIC database. The adjusted analysis found that for every unit increase in the NOTSS score, there was a significant 5.1 (95% CI: −8.1; −2.0,p = 0.003), decrease in the adjusted risk of any postoperative complication, a significant 1.1 (95% CI: −1.8; −0.2, p = 0.01) decrease in the adjusted risk of mortality, and significant 1.1 (95% CI: −1.9; −0.4, p = 0.005) decrease in adjusted risks of returning to the operating room.</p></div><div><h3>CONCLUSION</h3><p>Higher surgeons' nontechnical skills scores were associated with a decreased risk-adjusted rate of any postoperative complication, mortality, and return to the operating room. Strategies to improve postoperative patient outcomes should include the improvement of surgeons' nontechnical skills.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1568-1576"},"PeriodicalIF":2.6,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142147219","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 Versius Variation: A Novel Technique for Robotic Training","authors":"Rosen David FRANZCOG ,&nbsp;Gillatt David FRCS ,&nbsp;Chou Danny FRANZCOG ,&nbsp;Choi Sarah FRCOG ,&nbsp;Sarofim Mikhail FRANZCOG ,&nbsp;Robertson Jessica FRANZCOG ,&nbsp;Yagur Yael MD","doi":"10.1016/j.jsurg.2024.07.016","DOIUrl":"10.1016/j.jsurg.2024.07.016","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>To describe a novel technique, the “Versius variation,” that enables trainee surgeons to actively participate in robotic surgery by controlling the camera and assistant arm at the robotic console while the primary surgeon performs a traditional laparoscopic operation.</p></div><div><h3>DESIGN</h3><p>This is a descriptive study of a hybrid Laparo-robotic technique that integrates robotic training into conventional laparoscopic surgery.</p></div><div><h3>SETTING</h3><p>The study was conducted at the Sydney Women's Endosurgery Centre (SWEC).</p></div><div><h3>PARTICIPANTS</h3><p>The participants include trainee surgeons learning the choreography of robotic surgery in a supervised setting.</p></div><div><h3>RESULTS</h3><p>The “Versius variation” allows trainee surgeons to become familiar with robotic controls and the absence of haptic feedback in a safe environment while maintaining active involvement in the surgery, which aids in their progression to the role of primary surgeon.</p></div><div><h3>CONCLUSIONS</h3><p>The “Versius variation” offers a valuable method for training junior surgeons in robotic techniques, bridging the gap between observation and primary surgical responsibility, and facilitating the development of essential surgical skills.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1565-1567"},"PeriodicalIF":2.6,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142147220","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":"Worksheet-Based Delivery System to Improve Participation and Engagement in Basic Science","authors":"Jocelyn Powell DO ,&nbsp;Stephanie Chairs C-TAGME ,&nbsp;Christopher R. D'Adamo PhD ,&nbsp;Joshua Wolf MD, FACS, FASCRS ,&nbsp;Marcie Feinman MD, MEHP, FACS","doi":"10.1016/j.jsurg.2024.07.026","DOIUrl":"10.1016/j.jsurg.2024.07.026","url":null,"abstract":"<div><h3>THE CHALLENGE</h3><p>A basic science curriculum is foundational to surgical training. However, engagement in, and satisfaction with, standard lectures is notoriously poor and antithetical to adult education principles.</p></div><div><h3>THE TOOL</h3><p>We developed a worksheet-based delivery system to improve participation and engagement in basic science.</p></div><div><h3>METHODS</h3><p>The SCORE curriculum objectives were used to create interactive worksheets that could be filled out in advance and were reviewed as a group during protected education time. All PGY levels in our community-based academically affiliated program participated (19 residents total). The worksheets were created by a resident in her research year and vetted by the attending moderating each session. The same amount of time allotted for our former basic science lectures was used for worksheet review as a group. The frequency of active resident participation was recorded before and after implementing the worksheet-based curriculum. A survey was created to determine resident satisfaction with the curriculum and was sent out before and after the implementation of the new curriculum. Mean resident survey scores with lecture-based and worksheet-based curriculum were compared utilizing paired t-tests.</p></div><div><h3>RESULTS</h3><p>Fourteen residents responded to the survey. With the lecture-based format, active participation was noted 30% of the time or less. With the worksheet-based format, engagement increased to 100% of the time. Additionally, there was a statistically significant increase in the resident opinion of the utility of the sessions, congruence with their learning style, and improvement in knowledge. About 64% of the residents who completed the survey either “always” or “sometimes” completed the worksheets ahead of time and 92% of the residents who completed the worksheets ahead of time felt like it allowed them to increase their engagement in didactics.</p></div><div><h3>CONCLUSIONS</h3><p>Engagement is a core tenet of adult education and changing from lectures to worksheets in the delivery of basic science capitalizes on this concept, leading to increased resident satisfaction. This initiative is easily translatable to any type of residency program and can be completed within the currently allotted timeframe for the basic science conference.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1558-1564"},"PeriodicalIF":2.6,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142137356","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":"Surgeon Perceptions and Variations in Surgical Morbidity and Mortality Conference: Report of a Survey from the American College of Surgeons Board of Governors","authors":"Ivy N. Haskins MD, FACS, FASMBS, DABOM ,&nbsp;Joyce Pak MPH ,&nbsp;Chris B. Agala PhD ,&nbsp;Brian R. Smith MD, FACS ,&nbsp;Anne G. Rizzo MD, FACS ,&nbsp;Timothy M. Farrell MD, FACS","doi":"10.1016/j.jsurg.2024.07.018","DOIUrl":"10.1016/j.jsurg.2024.07.018","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>To highlight the evolution of surgical morbidity and mortality conferences (MMCs) from the early 20^th century as a means of identifying surgeon error into current practices as identifying hospital-based system factors that contribute to adverse patient events. Further, to elucidate differences in the perception of MMCs between trainees and attending surgeons as well as differences in the structure of MMCs geographically and by institution type.</p></div><div><h3>DESIGN</h3><p>We developed a survey that was distributed to current American College of Surgeon members through Survey Monkey.</p></div><div><h3>SETTING</h3><p>Survey-based study.</p></div><div><h3>PARTICIPANTS</h3><p>Current members of the American College of Surgeons, including Board of Governors, surgeons, and trainees.</p></div><div><h3>RESULTS</h3><p>There were a total of 1,396 responses to the survey, 814 (58%) from surgical trainees and 582 (42%) from attending surgeons. Both surgical trainees and attending surgeons noted that the most common day for MMCs was Wednesday and that the most common time for MMCs was before 7:30 AM. Further, most surgical trainees and attending surgeons noted that there was no structured format to their institution's MMCs and that increased attending surgeon engagement would make MMCs more educational. Significant variations in MMCs existed across both geographic region and by institution type.</p></div><div><h3>CONCLUSION</h3><p>The results from this survey highlight key aspects of MMCs that contribute to their educational value. Staff engagement was noted to be the most educational aspect of MMCs. While geographic and institutional differences will likely persist, efforts should be made to increase staff engagement at MMCs in addition to a more structured approach.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1538-1552"},"PeriodicalIF":2.6,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142128532","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}