Journal of Surgical Education最新文献

{"title":"Predictors of Match Success for Reapplicants in Plastic and Reconstructive Surgery: Insights From Program Directors","authors":"Christian X. Lava MS ,&nbsp;Peaches A. Dozier MD ,&nbsp;Stephen B. Baker MD","doi":"10.1016/j.jsurg.2025.103700","DOIUrl":"10.1016/j.jsurg.2025.103700","url":null,"abstract":"<div><h3>Objective</h3><div>Plastic and reconstructive surgery (PRS) is among the most competitive specialties, with up to 45% going unmatched each year. While extensive research exists on first-time PRS applicants, data on reapplicants remain limited. This study examines PRS Program Directors’ (PDs) perceptions of reapplicants, preferred pathways, and key factors influencing reapplication success.</div></div><div><h3>Design</h3><div>The 12-item survey included questions regarding perceived stigma toward reapplicants, recommended reapplication strategies, and barriers to matching.</div></div><div><h3>Setting</h3><div>Multi-institutional</div></div><div><h3>Participants</h3><div>The survey was distributed via email to PRS PDs through American Council of Academic Plastic Surgeons from November 2024 to February 2025.</div></div><div><h3>Results</h3><div>Twenty-five (28.5%) PDs completed the survey. Of these, 21 (84.0%) acknowledged stigma toward reapplicants, while 20 (80.0%) reported offering interviews at least \"sometimes.\" PDs who recognized stigma were not significantly more likely to offer interviews than those who did not (45.5% vs. 33.3%; p = 0.593). The most favored pathways were a preliminary surgical internship (<em>n</em> = 17, 54%) and research fellowship (<em>n</em> = 11, 22%). Key factors for reapplicant success included excelling in clinical rotations (<em>n</em> = 11, 22.0%), conducting new research (<em>n</em> = 9, 18.0%), and rotating in the target department (<em>n</em> = 7, 14.0%). The greatest barriers were lack of resume improvement (<em>n</em> = 11, 22.0%), poor interview performance (<em>n</em> = 8, 16.0%), and weak letters of recommendation (<em>n</em> = 8, 16.0%).</div></div><div><h3>Conclusion</h3><div>While stigma exists, most PRS programs still consider reapplicants. The most recommended pathway for reapplicants was a preliminary surgical internship, followed by a research fellowship. Additionally, PDs emphasized clinical excellence, research productivity, and mentorship as key factors for success. Ultimately, reapplicants must take a critical, personalized approach to their deficiencies.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103700"},"PeriodicalIF":2.1,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082882","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":"Navigating the Path to Surgery: A Systematic Review of Early Surgical Exposure Programs for Preclerkship Medical Students in North America","authors":"Camille Gervais ,&nbsp;Taylor Morganstein ,&nbsp;Tarek Benzouak ,&nbsp;Ammar Saed Aldien ,&nbsp;Evan G. Wong","doi":"10.1016/j.jsurg.2025.103698","DOIUrl":"10.1016/j.jsurg.2025.103698","url":null,"abstract":"<div><h3>Objective</h3><div>To review the structure, outcomes, and impact of early surgical exposure programs for preclerkship medical students in North America, and to evaluate their role in influencing specialty choice, surgical skill development, and professional engagement.</div></div><div><h3>Design</h3><div>Systematic review conducted according to PRISMA guidelines, with a preregistered protocol (PROSPERO: CRD42024588099). Data were synthesized narratively due to heterogeneity in study designs and outcomes.</div></div><div><h3>Setting</h3><div>Studies were conducted primarily at single institutions across the United States and Canada, typically within academic medical centers offering undergraduate medical education.</div></div><div><h3>Participants</h3><div>Fourteen studies met inclusion criteria, comprising preclerkship medical students enrolled in accredited North American medical schools. Inclusion required programs to be at least 2 days in duration and contain a minimum of 2 educational components (e.g., mentorship, operating room shadowing, procedural skills training, or simulation).</div></div><div><h3>Results</h3><div>Participation in early surgical exposure programs was associated with increased interest in surgical careers (8/12 studies), improved perceptions of surgery, and greater preparedness and performance during surgical clerkships. Mentorship emerged as a key factor influencing professional engagement. Technical competence and confidence improved across multiple surgical skills (e.g., suturing, knot-tying, OR familiarity). Students consistently reported high satisfaction with the early surgical exposure programs, especially when engaged in hands-on activities.</div></div><div><h3>Conclusions</h3><div>Early surgical exposure programs offer educational and professional benefits, including enhanced surgical interest, skill development, and mentorship. These findings support broader integration of such programs into undergraduate curricula to inform career decision-making and address workforce needs in surgery.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103698"},"PeriodicalIF":2.1,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082851","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 Management of Nasogastric Tubes With an Interdisciplinary Educational Intervention","authors":"Rajan Ramdev MD ,&nbsp;Rebecca A. Saberi MD, MSPH ,&nbsp;Sofie Janette BA ,&nbsp;Gabrielle Meli BA ,&nbsp;Sabrina Taldone MD, MBA ,&nbsp;Carl I. Schulman MD, PhD, MPSH","doi":"10.1016/j.jsurg.2025.103692","DOIUrl":"10.1016/j.jsurg.2025.103692","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this quality improvement initiative was to determine whether implementation of an educational intervention on medical-surgical floors could reduce the number of malfunctioning nasogastric tubes (NGTs), as well as increase nursing staff confidence in NGT management.</div></div><div><h3>Design</h3><div>Daily NGT assessment was done on medical-surgical floors during a 4-week baseline surveillance period. Malfunctioning NGTs were documented. Surveys were created to assess nursing staff comprehension of NGT function before and after an educational intervention. The intervention included an in-person 10-minute in-service by a senior surgical resident for nursing staff, and an “NGT Cheat Sheet” placed visibly in the rooms of patients with NGTs. Post-intervention surveillance included 4 weeks of daily NGT assessment, as well as a post-intervention survey for nursing staff. Pre- and post-intervention data was compared using Fisher’s Exact Test.</div></div><div><h3>Setting</h3><div>Data collection, in-service education, and surveys were administered on medical-surgical floors and intermediate care units at a quaternary teaching hospital.</div></div><div><h3>Participants</h3><div>Nursing staff on medical-surgical floors.</div></div><div><h3>Results</h3><div>The educational intervention improved both nursing staff confidence in NGT management and decreased NGT malfunctions. There was a statistically significant improvement in the number of malfunctioning NGTs pre- and post-intervention, with 11/25 (44%) NGTs found to be malfunctioning pre-intervention, compared to 3/31 (10%) NGTs post-intervention (p = 0.0048). Nurses also demonstrated improved understanding of NGT function and management post-intervention.</div></div><div><h3>Conclusions</h3><div>This study provides evidence of a problem with NGT management that can be ameliorated with proper education. The educational intervention in this study proved to be an effective tool for closing this knowledge gap and improving NGT management. Minimizing malfunctioning NGTs may directly translate to improved patient care, and future studies are needed to assess both the short and long-term impact of this NGT educational intervention.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103692"},"PeriodicalIF":2.1,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082932","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":"Robotic Surgery Training During General Surgery Residency: A National Survey Study","authors":"Hayley Reddington,&nbsp;Anna Bogursky,&nbsp;Zachary Ballinger,&nbsp;Kayla Widdowson,&nbsp;Jiddu Guart,&nbsp;Dallas Walter,&nbsp;Mark Maxfield,&nbsp;Karl Uy,&nbsp;Feiran Lou","doi":"10.1016/j.jsurg.2025.103702","DOIUrl":"10.1016/j.jsurg.2025.103702","url":null,"abstract":"<div><h3>Purpose</h3><div>To characterize current exposure to robotic surgery during United States general surgery residency and determine how specific training elements impact graduates’ incorporation of robotics in early practice.</div></div><div><h3>Methods</h3><div>A cross-sectional, anonymous, web-based survey was sent to recent general surgery graduates between August 2024 and January 2025. The survey underwent pilot testing before distribution. Items addressed demographics, availability and use of a structured robotic curriculum, simulator access, perceived console autonomy, and present operative practice. Counts of resident and fellow Equivalency Certificates (2020-2023) were obtained from Intuitive Surgical to contextualize trends. Descriptive statistics were performed for the full cohort. Univariate tests compared graduates who do and do not use robotics as attendings; p &lt; 0.05 denoted significance.</div></div><div><h3>Results</h3><div>Seventy-six graduates from 16 programs responded (74% attendings, 61% male). Fifty-four percent reported a formal robotic curriculum, and 66% had the opportunity to obtain an Intuitive Equivalency Certificate. Curriculum presence, Intuitive Equivalency Certificate availability, robotic emphasis, robotic exposure, autonomy in robotic cases, and perceived training level increased by graduation year. However, only 37% reported high autonomy in robotic cases overall, versus 89% and 84% for open and laparoscopic cases, respectively. Intuitive Equivalency Certificates increased more than 6-fold from 133 (2020) to 822 (2023). Among the 56 practicing attendings, 59% use robotics. Post graduate adoption was more common among males (69% versus 40%, p = 0.032), minimally invasive/colorectal/oncologic surgeons (p = 0.003), graduates rating their robotic skill “advanced/expert” (89% versus 53%, p = 0.046), and those in teaching hospitals (p = 0.017).</div></div><div><h3>Conclusions</h3><div>Robotic training is expanding in general surgery residency, yet perceived autonomy remains variable. The discrepancy in autonomy across approaches and the association between gender and post graduate robotic use highlight potential gaps in training that warrant further investigation.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103702"},"PeriodicalIF":2.1,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082876","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":"Effect of Interview Cap on Ophthalmology Residency Match: A San Francisco Match Analysis","authors":"Muhammad Jehanzeb Khan MBBS ,&nbsp;Muhammad Ali MBBS ,&nbsp;Sabit Ahmed MS ,&nbsp;Malik Muhammad Hamza Khan ,&nbsp;Laura K. Green MD ,&nbsp;Alice Lorch MD, MPH ,&nbsp;Jules Winokur MD, MBA ,&nbsp;Jeff H. Pettey MD, MBA ,&nbsp;R. Michael Siatkowski MD, MBA ,&nbsp;Fasika Woreta MD, MPH","doi":"10.1016/j.jsurg.2025.103695","DOIUrl":"10.1016/j.jsurg.2025.103695","url":null,"abstract":"<div><h3>Objective</h3><div>To assess the effect of interview capping on ophthalmology match results data from 3 consecutive match cycles (2020 to 2021, 2021 to 2022, and 2022 to 2023) obtained from the San Francisco (SF) Match system.</div></div><div><h3>Design</h3><div>Retrospective cross-sectional analysis of national match data.</div></div><div><h3>Setting</h3><div>San Francisco Match system during the 2020 to 2021, 2021 to 2022, and 2022 to 2023 application cycles.</div></div><div><h3>Participants</h3><div>Of 2594 applicants to ophthalmology residency programs, 2266 were included after excluding those who applied to ≤ 20 programs in 2020 to 2021, ≤ 18 in 2021 to 2022, ≤ 15 in 2022 to 2023, and those who withdrew from the match. De-identified data on demographics, application volume, interview invitations, and match outcomes were collected from the SF Match system. Applicants were categorized based on the number of interview invites (≤ 15 vs. &gt; 15).</div></div><div><h3>Results</h3><div>Of the 2266 that were included in the analysis 1519 (67.03%) matched. Among all applicants, those who received more than 15 interview invites (<em>n</em> = 391) had a match rate of 98.5%. In comparison, match rates were 93% among those with 11 to 15 invites, 61% with 6 to 10, and 62% with 0 to 5 (p = 0.043). Factors associated with receiving &gt; 15 interviews included identifying as Black (AOR: 9.39, 95% CI: 4.61-19.22), Hispanic (AOR: 2.69, 95% CI: 1.55-4.62), having Alpha Omega Alpha honors (AOR: 3.34, 95% CI: 2.40-4.66), and higher USMLE Step 2 CK scores (AOR: 1.12, 95% CI: 1.10-1.14 per unit increase). Male applicants (AOR: 0.49, 95% CI: 0.36-0.67), and reapplicants (AOR: 0.24, 95% CI: 0.07-0.64) had lower odds of receiving &gt; 15 interviews.</div></div><div><h3>Conclusions and Relevance</h3><div>Interview caps may promote a more equitable distribution of interview invitations by preventing accumulation among a subset of highly competitive applicants, commonly referred to as “interview hoarding,” without significantly affecting top candidates’ ability to match. Further research is needed to explore reasons why 2% of candidates with greater than 15 interviews did not match warranting investigation into qualitative factors.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103695"},"PeriodicalIF":2.1,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145059931","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":"Results From A Novel Surgical Ethics Curriculum for General Surgery Residents","authors":"Steven Char MD ,&nbsp;Rosamond Rhodes PhD ,&nbsp;Alexandra Z. Agathis MD ,&nbsp;Celia Divino MD","doi":"10.1016/j.jsurg.2025.103688","DOIUrl":"10.1016/j.jsurg.2025.103688","url":null,"abstract":"<div><h3>Objective</h3><div>To identify the surgical ethics topics that general surgery residents find most challenging and design a longitudinal, resident-led curriculum to address these deficits.</div></div><div><h3>Design, setting, participants</h3><div>We conducted a needs assessment to characterize baseline confidence with 17 key ethics topics among general surgery residents at Mount Sinai Hospital, a quaternary care center. Confidence was measured on a 5-point Likert scale. We then designed 6 modules to address the identified deficits. Modules consisted of a twenty-minute didactic on an ethics concept led by a surgical resident in conjunction with a faculty ethicist, followed by a small-group discussion of a case pertaining to that principle. We then distributed a postcurriculum survey to re-assess resident confidence across the 17 topics. Changes in confidence were assessed using Wilcoxon rank sum test.</div></div><div><h3>Results</h3><div>50 participants (68.5% of eligible residents) completed the needs-assessment, and 46 participants subsequently completed the postcurriculum survey. Prior to implementation of the curriculum, only 29.2% of participants felt they could systematically evaluate and resolve a novel ethical dilemma. Participants reported lowest confidence in their ability to resolve dilemmas pertaining to treatment over objection (2.90 ± 1.03), disagreements with senior colleagues (2.80 ± 0.98), and concerns with a colleague’s competence (2.79 ± 0.98). There were significant increases in participant confidence in 10/10 of the topics directly addressed by the curriculum (p &lt; 0.05). There was no post curriculum change in confidence in the topics that participants initially reported greatest baseline confidence. There was strong agreement that the curriculum was valuable (90.0%) and relevant (96.0%).</div></div><div><h3>Conclusions</h3><div>We identified the ethical challenges that residents found most vexing and designed a longitudinal, resident-led curriculum utilizing a combination of existing ethics resources produced by the American College of Surgeons and small group discussions of real cases. This educational intervention increased confidence in 10 key domains of surgical ethics.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103688"},"PeriodicalIF":2.1,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049725","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 Effect of Surgeon Workload on Intraoperative Communication Qualities: An Observational Study Using Physiologically Assessed Workload During Cardiac Surgery","authors":"Liam Wietzorrek MSc ,&nbsp;Eugenie Craenen MD ,&nbsp;Indy van Boven MSc ,&nbsp;Massimo A. Mariani MD, PhD ,&nbsp;Fokie Cnossen PhD","doi":"10.1016/j.jsurg.2025.103697","DOIUrl":"10.1016/j.jsurg.2025.103697","url":null,"abstract":"<div><h3>Objectives</h3><div>To examine how intraoperative communication qualities differ during periods of high and low workload to identify possible gaps in surgical training.</div></div><div><h3>Design</h3><div>A prospective observational study. Over 100 hours of surgical procedures were recorded and all communication between the surgeon, anaesthesia team and perfusionist transcribed. Surgeons’ heart rate variability was measured to determine periods of high and low workload. Communication quality standards were assessed across workload conditions, including exchange loop-types, substantive responses, directed exchanges and communication errors.</div></div><div><h3>Setting</h3><div>A cardio-thoracic surgery department at a university medical centre in the Netherlands.</div></div><div><h3>Participants</h3><div>Twenty four operating room teams during elective adult open-heart cardiac surgeries.</div></div><div><h3>Results</h3><div>Compared to periods of low workload, surgeons were significantly less likely to respond in open loop (i.e. no verbal response) (IRR = 0.75, 95% CI: 0.63-0.88) and more likely to respond in call-back during periods of high workload (IRR = 1.14, 95% CI: 1.01-1.29). Surgeons were also less likely to give a substantive response during high workload (IRR = 1.23, 95% CI: 1.04-1.46) and less likely to address others by their name (IRR = 0.84, 95% CI: 0.71-0.99). Other team members addressed the surgeon less frequently when the surgeon was experiencing high workload (IRR = 0.64, 95% CI: 0.53-0.79). They were also more likely to address the surgeon by name (IRR = 0.74, 95% CI: 0.56-0.99) and reply substantively during high workload (IRR = 1.50, 95% CI: 1.12-2.02).</div></div><div><h3>Conclusions</h3><div>Intraoperative communication qualities varied across workload levels, with less directed and less substantive communication exchanges from the surgeon during high workload. Other team members appeared to adapt their communication behaviours accordingly, which contribute to the resilience in OR teams during high stress situations. These results highlight the importance of online measurements of workload for the assessment and training non-technical skills in the OR.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103697"},"PeriodicalIF":2.1,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049726","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":"Group-Based Blended Learning for Surgical Skills Training: A Randomized Controlled Study","authors":"Guang Zhang MD ,&nbsp;Yin Cao MD ,&nbsp;Xiaozhi Zhao MD ,&nbsp;Xinhua Zhu MD ,&nbsp;Kaikai Mao MD","doi":"10.1016/j.jsurg.2025.103699","DOIUrl":"10.1016/j.jsurg.2025.103699","url":null,"abstract":"<div><h3>Objective</h3><div>To investigate whether an enhanced blended learning approach can effectively address the surgical procedural competence gap in medical students entering clinical practice.</div></div><div><h3>Design</h3><div>A randomized controlled trial was conducted with 63 third-year undergraduate medical students from Nanjing University School of Medicine. The intervention group engaged in an integrated online-offline curriculum delivered through triad learning groups, while the control group received conventional in-person training. Outcomes were assessed through objective structured clinical examinations (OSCE) and a comprehensive satisfaction survey after a 3-month intervention period.</div></div><div><h3>Setting</h3><div>The study was conducted at Nanjing University School of Medicine, Nanjing, China.</div></div><div><h3>Participants</h3><div>Third-year undergraduate medical students.</div></div><div><h3>Results</h3><div>The blended learning cohort demonstrated significantly higher overall performance in technical skill assessments (p &lt; 0.05), with notable advantages in surgical gown/glove donning technique, incision creation and wound closure, wound dressing management and suture removal, and intestinal anastomosis procedures. No significant intergroup difference was observed in surgical hand scrub proficiency (p = 0.095). While overall course satisfaction levels were comparable between groups, blended learning participants reported significantly greater confidence in skill retention (p = 0.03) and perceived clinical relevance of acquired competencies (p = 0.01).</div></div><div><h3>Conclusions</h3><div>The enhanced blended learning model significantly improves surgical skill acquisition compared to traditional teaching methods, particularly when implemented through small-group collaborative learning structures. This approach maintains comparable learner satisfaction while better preparing students for the clinical application of surgical techniques. The study provides evidence for the effectiveness of the enhanced blended learning model in medical education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103699"},"PeriodicalIF":2.1,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049727","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":"Colorectal Surgery Fellows’ Perspectives on LGBTQIA+ Patient Care: Identifying Specific Educational Deficits","authors":"Emily F Simon MD ,&nbsp;Tal Eitan MD ,&nbsp;Kamil Erozkan MD ,&nbsp;Shari Tian BS ,&nbsp;Shubham Gupta MD ,&nbsp;Rachel Pope MD, MPH ,&nbsp;Michael Valente DO ,&nbsp;Arielle Kanters MD ,&nbsp;Ronald Charles MD ,&nbsp;Emily Steinhagen MD","doi":"10.1016/j.jsurg.2025.103677","DOIUrl":"10.1016/j.jsurg.2025.103677","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>The current study aimed to describe the prior experiences of colorectal fellows in providing care to patients who identify as part of the LGBTQIA+ community or broader sexual and gender minority (SGM) populations, evaluate fellows’ perceptions of the clinical relevance of such care, and identify specific areas relevant to colorectal surgery in which fellows feel inadequately prepared.</div></div><div><h3>DESIGN</h3><div>This was a cross-sectional study utilizing written survey responses.</div></div><div><h3>SETTING</h3><div>Surveys were obtained anonymously and voluntarily at a colorectal fellowship career course.</div></div><div><h3>PARTICIPANTS</h3><div>Fellows enrolled in accredited colorectal surgery fellowship programs during the 2024 to 2025 academic year who attended a career course were eligible to participate. Of 117 ACGME-accredited fellows, 85 attended the course and 65 (76.47%) completed the survey.</div></div><div><h3>RESULTS</h3><div>The majority of respondents had received some form of SGM-related training in medical school (66.15%) and residency (59.46%), most commonly in didactic format. However, only 24.61% felt this training was adequate. Over 90% of fellows indicated there were aspects of caring for LGBTQIA+ patients they wished they knew more about. While 89.23% agreed that tailored care for LGBTQIA+ patients was important in colorectal surgery, only 56.9% felt confident discussing sexual health and postoperative outcomes with these patients. Prior exposure to tailored LGBTQIA+ care during fellowship was significantly associated with higher confidence (p = 0.02), whereas demographic characteristics and prefellowship training were not.</div></div><div><h3>CONCLUSIONS</h3><div>Colorectal fellows recognize the relevance of LGBTQIA+ patient care but report significant gaps in training and confidence. These findings highlight the need for structured, specialty-specific education that incorporates both didactic and experiential learning. Integrating targeted LGBTQIA+ healthcare training into colorectal surgery fellowships may improve provider preparedness and promote inclusive, patient-centered care.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103677"},"PeriodicalIF":2.1,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049724","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 Different World”: A Qualitative Exploration of the Learning Environment for Residents on Pediatric Surgery Rotations","authors":"Michael A. Kochis MD, EdM ,&nbsp;Ikemsinachi C. Nzenwa MBChB, MSc ,&nbsp;Sarah Jung PhD ,&nbsp;Minna M. Wieck MD ,&nbsp;Cassandra M. Kelleher MD","doi":"10.1016/j.jsurg.2025.103691","DOIUrl":"10.1016/j.jsurg.2025.103691","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to characterize the learning environment for general surgery residents on pediatric surgery rotations across the United States, focusing on common educational challenges, and to identify best practices and interventions that can successfully address these challenges. By conducting this needs assessment, our goal was to help promote a shared understanding between residents and educators on pediatric surgical rotations and highlight opportunities to enhance the learning environment.</div></div><div><h3>Design</h3><div>General surgery residents and pediatric surgical attendings, advanced practice providers (APPs), and fellows were recruited via purposive and snowball sampling to participate in semi-structured interviews. Transcripts were inductively coded via the constant comparative method. Thematic analysis was performed.</div></div><div><h3>Setting</h3><div>Interviews conducted virtually between October 2023 and January 2024.</div></div><div><h3>Participants</h3><div>Twenty-eight interviewees including 8 residents, 13 attendings, 5 APPs, and 2 fellows from 16 institutions across the United States.</div></div><div><h3>Results</h3><div>Eleven challenges spanned the 4 domains of the clinical learning environment: Personal, Social, Organizational, and Physical. Personal challenges included residents’ discomfort in caring for children, the impact of decreased autonomy on resident self-esteem and initiative, and inconsistent learning opportunities. Social challenges included the unique culture of pediatricians, the need for different communication patterns with families and other providers, and role ambiguity within the surgical team. Organizational challenges included unclear performance expectations related to insufficient onboarding, the existence of new protocols and procedures, and limited opportunities for teaching amidst high clinical volume. Physical challenges included navigating new facilities and having inadequate workspaces.</div></div><div><h3>Conclusions</h3><div>Recommendations to address these challenges include (1) aligning resident and educator expectations by clearly articulating learning goals; (2) optimizing informal teaching interactions with faculty, fellows, and APPs; and (3) providing residents access to high-quality reference resources. These interventions can be implemented at the local and national levels.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103691"},"PeriodicalIF":2.1,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145020295","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}