Journal of Surgical Education最新文献

{"title":"Transparency of Parental Policies and Benefits in Canadian General Surgery Residency Programs","authors":"Stephanie Jiang MD ,&nbsp;Gazelle Halajha MD ,&nbsp;Justin Barr MD, PhD ,&nbsp;Erika Rangel MD, MS, FACS ,&nbsp;Kyla Terhune MD, MBA, FACS ,&nbsp;Stephanie Mason MD, PhD ,&nbsp;Ashlie Nadler MD, MSc, MPH","doi":"10.1016/j.jsurg.2025.103577","DOIUrl":"10.1016/j.jsurg.2025.103577","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Medical students avoid discussing parenthood during surgical residency interviews due to bias and thus rely on publicly accessible information about parental support. While disparities in parental leave policies are documented in US surgical residency programs, transparency in Canadian programs remains unexplored. This study investigated the transparency of parental benefits and support for general surgery residency applicants in Canada.</div></div><div><h3>DESIGN</h3><div>Twenty-eight items of transparency (IOT) were identified and tailored for Canadian programs based on previous research. These included maternity or paternity leave, lactation policies, childcare, and primary care coverage. Information was gathered for accredited programs from public platforms of Canadian Resident Matching Service (CaRMS) and Royal College of Physicians and Surgeons of Canada (RCPSC), supplemented by direct contact with program directors (PD) for missing data. Nonparametric tests and linear regression assessed relationships between transparency and PD gender and program size.</div></div><div><h3>RESULTS</h3><div>Twenty-three accredited general surgery residency programs across 17 institutions were analyzed. Median transparency score was 19 (IQR: 19-20). All programs disclosed maternity, paternity, and adoption leave policies. About 71% provided lactation rooms and 71% provided onsite childcare. No significant associations were found between transparency and PD gender or number of female residents (p = 0.22, p = 0.48, respectively). Median number of platforms accessed per program was 4 to obtain IOT (range: 3-6).</div></div><div><h3>CONCLUSION</h3><div>This study highlights the existence of parental support policies in Canadian surgical residencies but underscores their accessibility challenges. Efforts are needed to centralize and streamline information on these policies to promote equity and inclusivity in surgical training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103577"},"PeriodicalIF":2.6,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335874","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":"Interventions to Improve Nontechnical Skills in Surgery: A Systematic Review And Meta-Analysis","authors":"Jesse Ey BHlthMed Hons ,&nbsp;Ellie Treloar BMedSC Hons ,&nbsp;Victoria Kollias MBBS ,&nbsp;Octavia Lee MBBS ,&nbsp;Stevie Young MBBS ,&nbsp;Suzanne Edwards GDipMedStat ,&nbsp;Adam Wells PhD ,&nbsp;Martin Bruening MS ,&nbsp;Guy Maddern PhD","doi":"10.1016/j.jsurg.2025.103586","DOIUrl":"10.1016/j.jsurg.2025.103586","url":null,"abstract":"<div><h3>Objective</h3><div>Many surgical adverse events are due to failures in nontechnical skills. Improving nontechnical skills has become a priority for surgical training organizations, yet there is little evidence to guide improvement activities. aim of this review was to investigate the effectiveness of interventions to improve surgeon nontechnical skills overall and by individual domains.</div></div><div><h3>Design</h3><div>A systematic search of Embase, Med-line (including PubMed), and PsycINFO were conducted using a predefined search strategy. Randomized controlled trials (RCTs), non-RCTs, and pre vs post intervention cohort studies from data-base inception to February 3, 2025, reporting change in surgeon nontechnical skills in the context of an improvement intervention were included. Two independent reviewers screened all articles first by title and abstract, then by full text. All disagreements were resolved by a third independent reviewer. Data was extracted by 2 independent reviewers in accordance with a predefined data extraction template in accordance with both PRISMA and MOOSE guidelines. Any disagreements were resolved by a third reviewer. Data was pooled using a random-effects model. Main outcome for meta-analysis was change in overall nontechnical skills measured either pre vs post intervention or control vs intervention. Secondary outcomes included change in nontechnical skill domains explored through narrative review.</div></div><div><h3>Results</h3><div>About 2682 studies were identified, after screening 65 were included comprised of 20 RCT's and 45 non-RCT's. Meta analysis demonstrated statistically significant association between nontechnical skill improvement and 4 intervention types: practice with debrief/feedback (SMD:1.80, 95%CI: 1.18,2.41), coaching (SMD:0.82, 95%CI: 0.25,1.40), checklists/standardized procedures (SMD:0.53, 95%CI: 0.12, 0.94), and didactic/workshop (SMD:1.26, 95%CI:0.49,2.04). Practice with debrief/feedback, coaching, and curriculum interventions demonstrated a trend towards improving individual NTS domains.</div></div><div><h3>Conclusions</h3><div>The results of this meta-analysis provide evidence of the effectiveness of several intervention types to improve surgical nontechnical skill both overall and by individual domain. These effective interventions can be used to guide future non- technical skill improvement activities in real-world surgical settings.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103586"},"PeriodicalIF":2.6,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335631","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)00186-2","DOIUrl":"10.1016/S1931-7204(25)00186-2","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103605"},"PeriodicalIF":2.6,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321134","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":"Implemented Strategies to Address the Hidden Curriculum in Surgical Training: Opportunities for Change","authors":"Shannon Y. Zhou BS ,&nbsp;Raeesa Kabir BME ,&nbsp;Courtney Cripps MD","doi":"10.1016/j.jsurg.2025.103579","DOIUrl":"10.1016/j.jsurg.2025.103579","url":null,"abstract":"<div><h3>Objective</h3><div>To summarize and evaluate interventions addressing the hidden curriculum (HC) within surgical training, identify HC themes addressed, and to share strategies that have demonstrated efficacy so that educators may more easily adopt effective approaches.</div></div><div><h3>Design</h3><div>A scoping review was performed using 5 databases. Studies were included if they implemented an intervention to address the HC within surgical training and evaluated efficacy. Data extraction included the surgical specialty, HC theme, solutions, and outcomes.</div></div><div><h3>Setting</h3><div>This review includes research conducted within surgical education programs in academic medical centers.</div></div><div><h3>Participants</h3><div>An estimated 2345 trainees in surgical specialties participated in initiatives aimed at addressing the HC, including 2040 medical students, 303 residents, and 2 fellows.</div></div><div><h3>Results</h3><div>Nine studies met inclusion criteria. Interventions focused on the following HC themes: surgical culture, professionalism, ethics, power dynamics, medical errors, and mistreatment. The most common methods employed included group discussions, reflective writing, readings, mentorship, and skills workshops, among others. Successful programs often combined multiple teaching strategies. Most interventions increased trainees’ awareness of the HC and even single workshops increased their ability to recognize and feel empowered to address the HC. However, quality of evidence was often limited by small sample sizes, subjective outcomes, and lack of long-term follow-up.</div></div><div><h3>Conclusion</h3><div>Reviewed studies support that explicitly addressing the HC and combining multiple teaching methods (e.g. group discussion and reflection) can increase trainee awareness of the HC and bolster confidence in addressing it. However, despite some promising results, evidence remains limited by methodological weaknesses, such as reliance on subjective measures, and conclusions about sustained cultural change cannot yet be drawn. Future studies may consider including objective evaluation methods, sustained follow-up, and delving into both negative and positive influences of the HC to better inform the development of more effective and inclusive surgical training environments.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103579"},"PeriodicalIF":2.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144320919","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":"Learning Surgical Fundamentals in the Digital Age, a YouTube Review","authors":"Sumaarg Pandya BS ,&nbsp;Nicolás M. Kass BA ,&nbsp;Jack K. Donohue BA ,&nbsp;Tiffany Jeong BA ,&nbsp;Angel Dixon BA ,&nbsp;Megan Pencek MD ,&nbsp;Tobi J. Somorin BS ,&nbsp;Jesse A. Goldstein MD","doi":"10.1016/j.jsurg.2025.103547","DOIUrl":"10.1016/j.jsurg.2025.103547","url":null,"abstract":"<div><h3>Introduction</h3><div>YouTube has become a widely used resource for medical students and trainees seeking instruction in surgical skills, including suturing techniques. While accessible, YouTube lacks formal peer review, raising concerns about the quality and reliability of its educational content. This study analyzes the landscape of YouTube suturing videos, with a focus on content quality, instructor background, and engagement patterns.</div></div><div><h3>Objective</h3><div>To characterize YouTube's suturing instruction videos by evaluating the background of instructors, suture techniques demonstrated, and viewer engagement, in order to identify trends in educational content and areas for improvement.</div></div><div><h3>Design</h3><div>This cross-sectional study included 303 YouTube videos selected for English-language suturing instruction. Videos were categorized by the instructor’s medical specialty and the suture patterns demonstrated. Engagement metrics, including view count and like count, were analyzed to assess viewer preferences and trends.</div></div><div><h3>Results</h3><div>Videos created by healthcare professionals, particularly those with surgical backgrounds, attracted the highest levels of engagement. Plastic and general surgeons produced 6 of the 10 most-viewed videos, while oral-maxillofacial surgeons had the highest median view count per video and neurosurgeons had the highest median like count. Fundamental suture patterns, such as subcuticular running, simple interrupted, and simple running, were the most popular, aligning with the needs of trainees. However, advanced suturing techniques were underrepresented, suggesting a gap in available instructional content.</div></div><div><h3>Conclusions</h3><div>This study highlights the importance of healthcare professionals in producing high-quality YouTube content to meet the demand for reliable medical education. While fundamental techniques are well-represented, there is a need for comprehensive, high-quality tutorials on advanced suturing methods. By expanding educational content, medical professionals can enhance the quality of open-access surgical education for a global audience.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103547"},"PeriodicalIF":2.6,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195997","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 the Application of Sculptural Techniques in Understanding Gender-Affirming Facial Surgery: A Hands-On Workshop for Medical Students and Residents","authors":"Antoinette T. Nguyen BA ,&nbsp;Kasey L. Wood Matabele MD ,&nbsp;Siderah Pryce BA ,&nbsp;Chenyu Liu MD ,&nbsp;Jonathan Leckenby MBBS, PhD ,&nbsp;Clinton Morrison MD","doi":"10.1016/j.jsurg.2025.103548","DOIUrl":"10.1016/j.jsurg.2025.103548","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the effectiveness of a hands-on sculpture workshop in enhancing participants' comprehension of gender-affirming facial surgery (GAFS) by integrating artistic and surgical techniques.</div></div><div><h3>Design</h3><div>A pre- and postworkshop study design was implemented, assessing participants’ knowledge in 4 domains: aesthetic differences, surgical techniques, patient-reported outcomes (PROs), and artistic techniques. Data were analyzed using Welch’s t-tests and linear regression.</div></div><div><h3>Setting</h3><div>The workshop was conducted at an academic medical center as part of a plastic surgery educational initiative.</div></div><div><h3>Participants</h3><div>A total of 23 participants, including 14 medical students and 9 plastic surgery residents (PGY 1–6), were included. All participants completed both pre- and postworkshop assessments.</div></div><div><h3>Results</h3><div>Significant improvements were observed across all domains, with mean scores increasing from pre- to postworkshop evaluations: aesthetic differences (2.52-3.83, p &lt; 0.0001), surgical techniques (1.91-3.35, p &lt; 0.0001), PROs (1.87-3.04, p = 0.0003), and artistic techniques (1.78-4.04, p &lt; 0.0001). Among residents, a significant preworkshop relationship was observed between training year and surgical techniques knowledge (R² = 0.71, p = 0.001), which diminished postworkshop. All participants (100%) found the workshop valuable and would recommend it.</div></div><div><h3>Conclusions</h3><div>This study supports the integration of interdisciplinary, art-based workshops in GAFS education. By bridging technical precision with artistic perception, sculptural methods provide a promising, low-cost model for improving surgical training in gender-affirming care.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103548"},"PeriodicalIF":2.6,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195996","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 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}