Journal of Surgical Education最新文献

{"title":"Vice Chairs of Education in Departments of Surgery: Responsibilities, Value, and Future Directions","authors":"Elizabeth M. Huffman Cooper MD ,&nbsp;Nicholas E. Anton MS ,&nbsp;Douglas S. Smink MD, MPH ,&nbsp;Brigitte K. Smith MD, MHPE ,&nbsp;Daniel J. Scott MD ,&nbsp;Amalia L. Cochran MD, MA ,&nbsp;Kyla Terhune MD, MBA ,&nbsp;Mohsen Shabahang MD, PhD ,&nbsp;Dimitrios Stefanidis MD, PhD","doi":"10.1016/j.jsurg.2025.103864","DOIUrl":"10.1016/j.jsurg.2025.103864","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>This study aimed to identify the scope of VCE responsibilities as well as areas of improvement for the VCE role.</div></div><div><h3>DESIGN</h3><div>An 11-item free response/multiple-choice survey was distributed to prospective participants. Quantitative data was analyzed using descriptive statistics (mean and standard deviation) and qualitative methods were used to analyze free response data.</div></div><div><h3>SETTING</h3><div>Participants completed the survey electronically.</div></div><div><h3>PARTICIPANTS</h3><div>Current vice chairs of education from across the United States were recruited.</div></div><div><h3>RESULTS</h3><div>Twenty-five of 60 identified VCE (42% response rate) completed the survey. Responders held the VCE position for 4.7±3.2 years. The majority of respondents reported that they oversaw all educational activities in their department. Twenty-two respondents (88%) indicated that their job responsibilities were appropriate, while two (8%) felt their roles were not well-defined. Four VCE (16%) desired more control over the departmental budget for education-related activities, while two (8%) felt that their role was undermined by their Department Chairperson. Oversight and coordination of departmental education activities was the most frequently reported value for the VCE role. Eighteen respondents (72%) received compensation for their VCE role, but 7 (28%) did not.</div></div><div><h3>CONCLUSIONS</h3><div>The results of this survey provide insight into the responsibilities and perceived value of the VCE role in surgery. This survey also identified areas of concern which merit intradepartmental examination in order to improve the effectiveness of the VCE role at a local level.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103864"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146133754","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 Objective Structured Clinical Examination: A Literature Review","authors":"Brynn Petras Charron MD ,&nbsp;Carson Norkum MSc ,&nbsp;Parham Rasoulinejad MD ,&nbsp;Supriya Singh MD ,&nbsp;Tyler Beveridge PhD ,&nbsp;Kevin Morash MD ,&nbsp;Andrew Deweyert PhD","doi":"10.1016/j.jsurg.2025.103856","DOIUrl":"10.1016/j.jsurg.2025.103856","url":null,"abstract":"<div><h3>Background</h3><div>As competency-based medical education (CBME) gains prominence, assessment tools that integrate both theoretical knowledge and technical skill have become essential, particularly in surgical training. Traditional tools such as the objective structured clinical examination (OSCE) and the Objective Structured Assessment of Technical Skills (OSATS) are limited in scope, prompting the development of the Surgical Objective Structured Clinical Examination (S-OSCE). The S-OSCE integrates knowledge-based and technical assessments to align with competency-based medical education (CBME) goals, including those outlined in the CanMEDS and ACGME frameworks. This review examines S-OSCE implementation and highlights trends that can inform future assessment strategies in surgical curricula.</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted across PubMed, Web of Science, and Scopus using defined keywords. Inclusion criteria encompassed all surgical disciplines and study designs that employed both theoretical and technical assessments. After screening 1101 articles, 16 studies were identified that met the inclusion criteria for S-OSCEs.</div></div><div><h3>Results</h3><div>The 16 studies spanned 6 specialties: general surgery, orthopedics, obstetrics and gynecology, oral and maxillofacial surgery, otolaryngology, and thoracic surgery. Most employed multiple-choice or short-answer theoretical assessments (n=12) and practical evaluations using OSATS or global rating scales (n=9). Video-based assessments were increasingly incorporated to reduce evaluator bias and logistical barriers. Canadian programs conducted the highest proportion of studies (37.5%).</div></div><div><h3>Discussion</h3><div>S-OSCEs show strong potential to provide valid and reliable assessment of surgical competency. However, widespread adoption is limited by logistical, financial, and staffing constraints. Video-based formats offer a promising solution, allowing asynchronous review and enhanced feedback while reducing costs and time requirements.</div></div><div><h3>Conclusions</h3><div>S-OSCEs offer a comprehensive framework for evaluating surgical trainees across theoretical and technical domains. Future research should focus on validating scalable models, particularly those incorporating video-based assessment, to support broader integration into surgical training programs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103856"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080810","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: A Structured Faculty Development Workshop for Verbal Feedback","authors":"Emma G. Burke MD ,&nbsp;Peter Boedeker PhD","doi":"10.1016/j.jsurg.2025.103866","DOIUrl":"10.1016/j.jsurg.2025.103866","url":null,"abstract":"<div><h3>Objective</h3><div>To describe an evidence-based 4-question framework that can facilitate effective feedback conversations and introduce a transferable and replicable workshop for training faculty and trainees on the process.</div></div><div><h3>Design</h3><div>Descriptive report of a feedback workshop that is generalizable beyond the general surgery setting and designed to improve faculty and resident feedback skills.</div></div><div><h3>Setting</h3><div>This workshop was developed, executed, and studied at a single, large academic medical center. It has been incorporated into the “<em>How to...</em>” summer series curriculum and delivered during grand rounds.</div></div><div><h3>Participants</h3><div>All faculty, research staff, residents, and fellows within a single department of surgery were invited to attend.</div></div><div><h3>Results</h3><div>We created an interactive workshop to train surgical faculty on a structured framework for verbal feedback. Activities include categorizing verbal feedback based on its purpose (appreciation, coaching, evaluation) and a drawing activity that facilitates practice of the 4-question framework in an accessible and generalizable manner. Debriefs for each activity provide an opportunity for discussion and identification of applicability. Most workshop attendees reported that their verbal feedback skills improved after participating in the session.</div></div><div><h3>Conclusion</h3><div>A structured framework for feedback conversations can support recognition of when feedback is being given and support delivery of high-quality feedback. This article and the supplemental materials describe a workshop that is a reproducible, low-cost approach to improving verbal feedback within surgery departments.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103866"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047584","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":"Factors Influencing Match Success in Integrated Vascular Surgery Residency Programs From 2019 to 2023","authors":"Antony A. Fuleihan MSE ,&nbsp;Melissa C. Xu BS ,&nbsp;Scott H. Koeneman PHD ,&nbsp;Paul J. DiMuzio MD, MBA ,&nbsp;Babak Abai MD ,&nbsp;Michael Nooromid MD","doi":"10.1016/j.jsurg.2025.103865","DOIUrl":"10.1016/j.jsurg.2025.103865","url":null,"abstract":"<div><h3>Introduction</h3><div>Integrated vascular surgery residency (IVSR) programs have grown increasingly competitive. However, the factors influencing successful matching remain unclear. This study evaluates the impact of medical school and applicant characteristics on IVSR match outcomes.</div></div><div><h3>Methods</h3><div>A list of ACGME-accredited IVSRs was obtained from the Society for Vascular Surgery, and resident data from the 2019–2023 match cycles were collected from publicly available sources. Applicant characteristics consisted of additional graduate degrees, Alpha Omega Alpha (AOA) status, and research productivity. Medical school characteristics consisted of ranking, research funding, vascular surgery interest group (VSIG) presence, and vascular surgery faculty size. Logistic regression models were employed to identify predictors of matching into top 10, top 25, and top 50 IVSR programs.</div></div><div><h3>Results</h3><div>The final analysis included 374 residents from 120 unique U.S. medical schools across 69 IVSR programs. Most graduated from institutions with a VSIG (70.9%), and 16.0% were members of AOA. Significant predictors (p &lt; 0.05) of matching into a top 50 or top 25 program include VSIG presence (Top 50 odds ratio [OR] = 1.80; Top 25 OR = 2.24), having more than 5 PubMed articles (Top 50 OR = 2.62; Top 25 OR = 2.41). Graduation from a Tier 1 medical school (OR = 5.90) or Tier 2 (OR = 2.82) significantly influenced matching into a top 50 program. Having more than 5 PubMed articles was the only significant predictor for matching into a top 10 program (OR = 3.18, 95% CI = 1.25–8.16).</div></div><div><h3>Conclusions</h3><div>Applicant and medical school characteristics significantly influence IVSR match outcomes, particularly institutional ranking, VSIG presence, and research productivity. These findings highlight the role of early vascular surgery exposure and institutional reputation in residency placement. Encouraging VSIG development and fostering mentorship opportunities may enhance applicant competitiveness.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103865"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080855","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 Mindset: A Systematic Review of Personality Influences on Career Choice in Medicine","authors":"Tomaima Yousef BS ,&nbsp;Zakery Dabbagh BS ,&nbsp;Zhiyong Han PhD ,&nbsp;Carmenrita Infortuna PsyD ,&nbsp;Stanley R. Terlecky PhD ,&nbsp;Florian P. Thomas MD, PhD ,&nbsp;Fortunato Battaglia MD, PhD","doi":"10.1016/j.jsurg.2025.103863","DOIUrl":"10.1016/j.jsurg.2025.103863","url":null,"abstract":"<div><h3>Objectives</h3><div>The relationship between personality traits and surgical career choice has been widely studied, but methodological limitations in existing literature raise questions about the validity of findings. This review synthesizes evidence while critically evaluating these constraints.</div></div><div><h3>Methods</h3><div>This systematic review adhered to PRISMA 2020 guidelines. In March 2025, we searched PubMed (using MeSH terms: \"schools, medical,\" \"career choice,\" \"personality\"), Embase, Scopus, and PsycINFO databases with keywords: \"career,\" \"medical students,\" \"personality,\" and \"surgery.\" Inclusion criteria: English-language studies (post-2000) employing validated personality assessments to compare surgically-oriented (general surgery and subspecialties) versus nonsurgically-oriented medical students. Two reviewers independently assessed full texts, with conflicts resolved by a third reviewer. Study quality was evaluated using the Newcastle-Ottawa Scale (NOS) for cross-sectional studies.</div></div><div><h3>Results</h3><div>From 342 initial records, 19 cross-sectional studies met the inclusion criteria. All the included studies revealed consistent personality differences among surgically-oriented medical students, including lower agreeableness and higher neuroticism on the Big Five Inventory, greater impulsivity and aggression on the Zuckerman-Kuhlman questionnaire, and significantly higher grit scores, particularly in demanding surgical subspecialties. The HEXACO inventory showed surgical students to be more extraverted and socially bold but less fearful and modest than peers. Additional findings highlighted their lower harm avoidance, greater need for exhibition, and reduced tolerance for ambiguity. All included studies demonstrated good methodological quality, supporting the reliability of these psychological profiles.</div></div><div><h3>Conclusions</h3><div>This systematic review demonstrates that medical students pursuing surgical careers exhibit distinct personality profiles characterized by resilience, assertiveness, and tolerance for high-pressure environments. These findings suggest personality assessments could serve as valuable tools for surgical career counseling, helping identify students who may select surgical specialties.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103863"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183946","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":"Development and Validation of a Machine Learning Tool for Plastic Surgery Residency Application Screening","authors":"Katherine J. Zhu BS,&nbsp;Preetham Bachina BS,&nbsp;Matthew J. Heron BS,&nbsp;Seray Er BS,&nbsp;Yurui Zhang BS,&nbsp;Scott D. Lifchez MD,&nbsp;Robin Yang DDS, MD","doi":"10.1016/j.jsurg.2025.103860","DOIUrl":"10.1016/j.jsurg.2025.103860","url":null,"abstract":"<div><h3>Background</h3><div>Applications to integrated plastic surgery residency programs have outpaced the growth of available positions. As a result, faculty must review more applications each year. Artificial intelligence provides 1 mechanism for holistic, expedited review of applications. We aimed to develop and validate a machine learning (ML)-based tool to screen residency applications and hypothetically identify which candidates would receive interview invitations.</div></div><div><h3>Methods</h3><div>We retrospectively collected all applications submitted to 1 integrated plastic surgery residency program between 2022 and 2025. We extracted application data and processed it through 4 ML models: XGBoost, Random Forest, CatBoost, and LightGBM. We trained and validated these models on data from the 2022-2024 application cycles and tested them on applications from 2025. The success of the model was judged against the interview decisions of faculty in the 2025 cycle. Measures of model performance included area under the receiver operating characteristic curve (AUROC), area under the precision-recall curve (AUPRC), and F1 score. Shapley additive explanations analysis determined the relative contribution of each variable to the model outcome.</div></div><div><h3>Results</h3><div>The top performing model was the CatBoost algorithm. The AUROC was 0.92, and the AUPRC was 0.668, indicating excellent performance. With a threshold to maximize F1 score, sensitivity was 95% and specificity was 67%. Total number of publications was the most important feature influencing the interview invitation decision.</div></div><div><h3>Conclusions</h3><div>We developed and validated a ML algorithm to accurately aid in the selection of residency interviewees. This tool may assist faculty in conducting more holistic and efficient application review.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103860"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146121324","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":"Peer and Near-Peer Teaching Models in Surgical Education: A Systematic Review","authors":"Brandon S. Chai MD ,&nbsp;Alexis E. Mah BHSc ,&nbsp;Ali Hossenzadeh BSc, MKin ,&nbsp;David T. Tang MEd, MD, FRCSC","doi":"10.1016/j.jsurg.2026.103886","DOIUrl":"10.1016/j.jsurg.2026.103886","url":null,"abstract":"<div><h3>Objectives</h3><div>To identify what types of models exist for peer teaching in surgery to acquire surgical skills, to summarize the impact of peer teaching models and to discuss their potential implications on competency-based medical education.</div></div><div><h3>Design</h3><div>In this systematic review, MEDLINE, EMBASE, and Web of Science were searched from inception to May 14, 2025. Randomized controlled trials (RCTs), cohort, cross-sectional, and quasi-experimental designs evaluating peer or near-peer teaching for surgical skill acquisition were included. Risk of bias was assessed using Cochrane RoB 2.0, ROBINS-I, and JBI checklists.</div></div><div><h3>Setting</h3><div>Studies were conducted in undergraduate and postgraduate surgical training programs across academic institutions internationally.</div></div><div><h3>Participants</h3><div>Twenty-one studies (12 RCTs, 1 cross-sectional, 1 prospective cohort, 6 pre-post) were included. Participants included medical students and residents serving as learners or peer-teachers.</div></div><div><h3>Results</h3><div>Peer and near-peer instruction improved learner confidence and technical proficiency, with performance outcomes often similar to those observed in faculty-led instruction for basic surgical skills. Workshop (<em>n</em> = 8), classroom (<em>n</em> = 8), and simulation (<em>n</em> = 4) models most commonly targeted suturing, knot-tying, and laparoscopic skills. Effectiveness was greatest when peer-teacher experience matched skill complexity. Resident-led models effectively taught advanced laparoscopic and robotic techniques, whereas medical student tutors were most effective for foundational tasks. Most studies (81%) demonstrated moderate risk of bias, with only 2 assessing teacher outcomes.</div></div><div><h3>Conclusion</h3><div>Peer and near-peer teaching provide an effective approach for surgical skill development, supporting competency-based medical education. Structured alignment of skill complexity with peer-teacher expertise may achieve competency outcomes comparable to faculty instruction while also enhancing learner confidence, teaching competence, and scalability in surgical education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103886"},"PeriodicalIF":2.1,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146145331","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":"Mapping the Surgical Personality: A Scoping Review of Personality Traits in Surgical Education and Career Choice","authors":"Sophia M. Schmitz ,&nbsp;Amila Dedovic ,&nbsp;Laura Mazilescu ,&nbsp;Anna Mantas ,&nbsp;Stephanie Herbstreit ,&nbsp;Ulf P. Neumann ,&nbsp;Tom F. Ulmer","doi":"10.1016/j.jsurg.2025.103848","DOIUrl":"10.1016/j.jsurg.2025.103848","url":null,"abstract":"<div><div>The declining interest in surgical careers among medical students poses a challenge to the sustainability of the surgical workforce. While various structural and cultural factors have been identified—such as long working hours, rigid hierarchies, and concerns over work-life balance—the role of personality traits remains underexplored. This scoping review maps and synthesizes the existing literature on personality traits among surgeons, surgical trainees, and surgically inclined medical students, drawing on validated assessment tools such as the Big Five Inventory (BFI) and the Myers-Briggs Type Indicator (MBTI). We identify key themes in the literature, including patterns in trait distributions, the influence of personality on specialty preference and training outcomes, and implications for educational interventions. Our findings underscore the potential of personality profiling as a tool for career counseling, mentorship, and burnout prevention in surgical education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103848"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145929179","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 Attendings’ Autonomy-Supportive and Controlling Coaching in the Operating Room","authors":"Angela G. Atkinson MSCI, MD ,&nbsp;Jennifer A.H. Becker PhD ,&nbsp;Ross E. Willis PhD ,&nbsp;Jason W. Kempenich MD","doi":"10.1016/j.jsurg.2025.103801","DOIUrl":"10.1016/j.jsurg.2025.103801","url":null,"abstract":"<div><h3>Objective</h3><div>The aims of the study are to identify themes that differentiate autonomy-supportive from controlling surgical coaching through case observation and compare differences in attending and resident perceptions of attending coaching.</div></div><div><h3>Design</h3><div>Reflexive thematic analysis was used to analyze audio transcripts of attending-resident interactions in this descriptive, exploratory case series of 18 operating room procedures. Deductive and inductive coding were used to generate themes. Postoperative survey responses of perceived frequency of the attending’s autonomy-supportive behaviors were analyzed quantitatively.</div></div><div><h3>Setting</h3><div>This study was conducted at a tertiary referral center affiliated with the academic institution.</div></div><div><h3>Participants</h3><div>Nine attending surgeons and 13 general surgery residents were observed across 18 elective general surgery cases. Participants were selected through purposive sampling for variation in cases and participants.</div></div><div><h3>Results</h3><div>Coaching behaviors varied throughout each case. Three themes influenced how these behaviors were classified: (1) fostering the surgeon identity, which provided a baseline for interpreting coaching interactions; (2) dynamic evolution of intraoperative goals, which could lead to divergent expectations; and (3) influence of word choice, which modulated perceptions of control. Autonomy-supportive coaching could still occur even in high-stakes or restrictive operative contexts by maintaining cognitive engagement and providing appropriate scaffolding. There was no significant difference in perceived frequency of attendings’ autonomy-supportive behavior in all categories.</div></div><div><h3>Conclusions</h3><div>This exploratory study identifies that attending faculty exhibit both autonomy supportive and controlling coaching in the operating room. Future directions can identify best coaching and recommend strategies for use.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103801"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980220","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":"Strengthening the Away Sub-Internship Experience: Practical Skills and Strategies for Transition to Internship","authors":"Gopika SenthilKumar PhD ,&nbsp;Kyla D. Rakoczy MD ,&nbsp;Radek Buss MD ,&nbsp;Alodia Gabre-Kidan MD, MPH ,&nbsp;Lilah F. Morris-Wiseman MD","doi":"10.1016/j.jsurg.2025.103853","DOIUrl":"10.1016/j.jsurg.2025.103853","url":null,"abstract":"<div><h3>Objective</h3><div>This article aims to provide practical strategies for students on away surgical sub-internships (sub-Is) to enhance preparation, help navigate team dynamics, develop skills necessary for residency, and demystify the hidden curriculum.</div></div><div><h3>Design</h3><div>Author group consensus for this perspective piece was developed through review of published literature and guidelines (e.g., Association for Surgical Education (ASE) guidelines and recent Delphi consensus), identification of gaps from the sub-I viewpoint, and integration of educator insights to address gaps.</div></div><div><h3>Setting</h3><div>The provided guidance is applicable to surgical away sub-interns at U.S. medical centers.</div></div><div><h3>Results</h3><div>We provide specific recommendations and examples for rotation preparation, patient care on the floor and in clinic, operating room conduct, and professionalism. Before the rotation, sub-Is should set clear goals, review service-specific knowledge, and clarify expectations with their team. During rotations, sub-Is are encouraged to take ownership of patient care, contribute actively in clinic and the operating room, consistently grow and incorporate feedback, and practice both technical and communication skills. Our specific recommendations address the hidden curriculum of rotations and emphasize professionalism as humility, respect, and dependable teamwork. Lastly, we provide strategies for sub-Is to evaluate program culture, teaching, and resident interactions to assess program fit.</div></div><div><h3>Conclusions</h3><div>Aligning sub-I expectations/roles with ACGME competencies and Delphi consensus domains promotes equitable, high-quality training and improves readiness for internship. By approaching the away sub-I with preparation, initiative, and reflection, students can optimize learning while simultaneously evaluating residency programs’ alignment with their goals.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103853"},"PeriodicalIF":2.1,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980219","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}