Journal of Surgical Education最新文献

{"title":"Training Pathways for Minimally Invasive Gynecologic Surgery: An Analysis of Residencies and Matched FMIGS Trainees","authors":"Petra C Voigt MD ,&nbsp;Meghna Gaddam BA ,&nbsp;Courtney Thompson MPH ,&nbsp;Adaeze A Emeka MB BCh BAO MPH ,&nbsp;Magdy P Milad MD, MS","doi":"10.1016/j.jsurg.2025.103683","DOIUrl":"10.1016/j.jsurg.2025.103683","url":null,"abstract":"<div><h3>Objective</h3><div>To better understand the training environment in Minimally invasive Gynecologic Surgery (MIGS) among obstetrics and gynecology (OBGYN) residency programs and the educational pathway to securing an FMIGS (Fellowship in MIGS) fellowship.</div></div><div><h3>Design</h3><div>Observational, cross-sectional study utilizing data from the Accreditation Council for Graduate Medical Education (ACGME) for OBGYN residency programs and both ACGME- and AAGL-accredited gynecologic fellowships. Outcomes included the proportion of residency programs with affiliated FMIGS fellowships or MIGS divisions, the number of FMIGS fellows who trained at such programs, and trends in residency-to-fellowship transitions over a five-year period.</div></div><div><h3>Setting</h3><div>Not applicable as this was a survey study for all residency programs in the United States.</div></div><div><h3>Participants</h3><div>All United States-based ACGME-accredited OBGYN residency programs and ACGME- and AAGL-accredited gynecologic fellowships from 2022 to 2026 were included. FMIGS fellows were identified using publicly available annual match lists published by the AAGL for fellowship years 2022 to 2026.</div></div><div><h3>Results</h3><div>Among 298 OBGYN residency programs, 46 (15%) had an affiliated FMIGS fellowship, less than gynecologic oncology (<em>n</em> = 74), Urogynecology and Reconstructive Pelvic Surgery (URPS) (<em>n</em> = 58) and Reproductive Endocrinology and Infertility (REI) (<em>n</em> = 51). Another 22 residency programs (9%) had a co-located MIGS division without a fellowship. From 2022 to 2026, 227 residents matched into FMIGS fellowships. Of these, 53% trained at residencies with FMIGS programs, and 9% trained at residencies with MIGS divisions but no co-located FMIGS fellowship. In total, 35% of residency programs had at least one resident match into FMIGS during the study period, indicating variability in program output.</div></div><div><h3>Conclusions</h3><div>Overall, residency programs with co-located FMIGS fellowships or MIGS divisions appear to enhance fellowship match success.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103683"},"PeriodicalIF":2.1,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010956","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)00301-0","DOIUrl":"10.1016/S1931-7204(25)00301-0","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103720"},"PeriodicalIF":2.1,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145018548","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 Barriers and Facilitators for Medical Students in General Surgical Rotations: Insights for Students and Teachers","authors":"Robin Krauss,&nbsp;Roshit K. Bothara,&nbsp;Jeremy Simcock,&nbsp;Tim J. Wilkinson","doi":"10.1016/j.jsurg.2025.103684","DOIUrl":"10.1016/j.jsurg.2025.103684","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored learning barriers and facilitators medical students encountered during a general surgical rotation in various surgical environments, to create a framework to enhance learning in these environments.</div></div><div><h3>Design</h3><div>This was a cross-sectional qualitative study using an open-ended questionnaire with separate versions for students and teachers. An inductive thematic analysis was conducted, followed by a theory-informed deductive analysis.</div></div><div><h3>Setting</h3><div>The study was conducted at Christchurch Hospital, a tertiary care teaching hospital in New Zealand, during general surgical rotations.</div></div><div><h3>Participants</h3><div>Participants included 38 fourth year medical students and 31 surgical teachers from a single institution. All participants were recruited on a voluntary basis, and responses were anonymized.</div></div><div><h3>Results</h3><div>Both students and teachers identified active patient care involvement as a key facilitator of learning. Proactive students were noted to receive more opportunities for engagement, creating a positive feedback loop that improved motivation and learning outcomes. Teachers emphasized attendance and engagement as crucial, while students highlighted the importance of clear communication regarding roles and expectations. A lack of active patient care involvement was a commonly cited barrier, with students attributing this to overcrowded settings and unclear expectations, while teachers viewed it as a result of student passivity. Overcrowding during ward rounds and in operating theatres hindered active involvement but allowed for limited passive learning. These findings aligned with a theoretical model of workplace learning for junior doctors.</div></div><div><h3>Conclusions</h3><div>The study highlights the importance of active patient care involvement, clear communication and proactive student behaviors to facilitate learning in surgical rotations. Strategies such as smaller group ward rounds, role clarification, and pre-rotation instructional materials may mitigate barriers. These findings can guide the development of interventions to improve student learning in surgical settings.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103684"},"PeriodicalIF":2.1,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145005018","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":"Resident Individual Clinical Evaluations: Resident Perspectives And Effectiveness","authors":"J. Christopher Polanco-Santana MD, MS, MPH ,&nbsp;Rodrigo Calvillo-Ortiz MD ,&nbsp;Manuel Castillo-Angeles MD, MPH ,&nbsp;Luis Anguiano-Landa MD ,&nbsp;Benjamin C. James MD, MS ,&nbsp;Tara S. Kent MD, MS, FACS","doi":"10.1016/j.jsurg.2025.103687","DOIUrl":"10.1016/j.jsurg.2025.103687","url":null,"abstract":"<div><h3>Introduction</h3><div>Senior residents near the end of their training must be prepared to start an independent practice. To become board-certified they must pass an oral exam, the ABS Certifying Exam (ABSCE). Prior work has introduced the resident Individual Clinical Evaluations (rICE), a low-cost tool developed to assess residents' clinical judgment in level-appropriate clinical scenarios. rICE is a comprehensive program/curriculum that supports residents in preparing for their ABSCE. We evaluated residents' perceived utility of the rICE, present curricular components, and compared mock oral and ABSCE pass rates.</div></div><div><h3>Design</h3><div>PGY1-3 surgical residents completed 3 level-appropriate rICE per AY. Immediate feedback was provided after each encounter. After passing all scenarios, residents were invited to take a post-rICE survey on their perceived curriculum utility. A mixed methods approach was used for data analysis.</div></div><div><h3>Setting</h3><div>This study occurred at an academic tertiary care center in Boston, Massachusetts, USA.</div></div><div><h3>Participants</h3><div>All PGY1-3 surgical residents between AY 2016–2020 were eligible to participate.</div></div><div><h3>Results</h3><div>We collected 102 post-rICE surveys. Most trainees agreed that they felt better prepared to manage the evaluated clinical scenarios after rICE (81.37%), that these evaluations were an outstanding learning experience (87.25%), and that they would recommend the curriculum to other residents (85.29%). Relevant free-text comments were favorable toward the utility of this curriculum. rICE participants had an increase in mock orals pass rates over time (trending towards significance; p ≈ 0.06), and a 44% absolute increase in ABSCE pass rates (p ≈ 0.01) compared to non-rICE participants.</div></div><div><h3>Conclusion</h3><div>Residents had a favorable impression of rICE; offering an adaptable and implementable curriculum that provides a platform for self-reflection on their knowledge base and presentation skills. rICE is sustainable and low-resource intensive, providing residents early exposure to face-to-face clinical evaluations, and was associated with improved board pass rates, and possibly improved mock oral pass rates (although not statistically significant).</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103687"},"PeriodicalIF":2.1,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004384","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":"Assessment of Preferred Interview Format Among 2025 Urology Residency Match Applicants","authors":"Maxwell L. Sandberg MD, MS,&nbsp;Stephen P. Tranchina MD,&nbsp;Tyler Overholt Daniel MD,&nbsp;Randy K. Casals MD,&nbsp;Dylan T. Wolff MD,&nbsp;Mary Namugosa MD,&nbsp;Marc A. Colaco MD,&nbsp;Alejandro R. Rodriguez MD,&nbsp;Ryan P. Terlecki MD","doi":"10.1016/j.jsurg.2025.103681","DOIUrl":"10.1016/j.jsurg.2025.103681","url":null,"abstract":"<div><h3>Objective</h3><div>The Society of Academic Urologists (SAU) made no definitive recommendation on interview format for the 2025 urology match. The purpose of this study was to survey applicants for this cycle regarding preferences and perceptions related to interview format.</div></div><div><h3>Methods</h3><div>As part of a prospective assessment, surveys were administered to all applicants to our urology residency program for the 2025 cycle, both before interview and following the match process. Applicants answered a series of multiple-choice and rank choice questions and rated agreement for a series of statements.</div></div><div><h3>Results</h3><div>Total 274 applicants received both surveys, with 142 (51.8%) completing the preinterview survey and 25 (9.1%) completing the postmatch survey. Applicants prioritized perceived quality of clinical training and geographical location when ranking institutions. If programs offered only virtual interviews, most respondents strongly disagreed that this resulted in a negative perception on pre- and postmatch (60%; 44%) surveys. Most strongly agreed on pre- and postmatch surveys that program culture was perceived better by in-person interviews (51%; 68%) and felt that traveling to meet residents/faculty in person was important (45%; 68%).</div></div><div><h3>Conclusions</h3><div>Geographic location, quality of clinical training, and program ‘‘culture’’ are characteristics reportedly valued by residency applicants. Applicants for 2025 did not perceive programs offering only virtual interviews more negatively and found the cost of interviewing to be substantial. However, they found value with the in-person interaction with residents and faculty at the program location.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103681"},"PeriodicalIF":2.1,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004383","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":"Defining the Clinical Informatics Knowledge Gap in General Surgery: Evaluation of Resident Experience and Perspectives","authors":"Taylor N. Anderson MD ,&nbsp;Phillip D. Jenkins MD ,&nbsp;Julie W. Doberne MD, PhD ,&nbsp;Vishnu Mohan MD, MBI ,&nbsp;Ruchi M. Thanawala MD, MS","doi":"10.1016/j.jsurg.2025.103682","DOIUrl":"10.1016/j.jsurg.2025.103682","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Despite the growing prominence of clinical informatics (CI) in surgical practice, general surgery residents receive limited formal training in this field. We aimed to define key educational opportunities by assessing general surgery resident knowledge, perceptions, and experience in CI.</div></div><div><h3>DESIGN</h3><div>Survey study assessing resident demographics, prior informatics experience, perception of CI’s importance in key areas of surgical practice, and interest in informatics education topics.</div></div><div><h3>SETTING</h3><div>General surgery training programs at 7 academic institutions.</div></div><div><h3>PARTICIPANTS</h3><div>General surgery residents in all postgraduate training levels, with a total of 146/406 (36%) participants.</div></div><div><h3>RESULTS</h3><div>Residents expressed lack of familiarity with CI, with (64%) self-describing as “aware but inexperienced”. Few residents reported prior informatics experience (26%) or medical school training (16%). Residents expressed interest in informatics education, particularly in electronic health record (EHR) workflow optimization, artificial intelligence, and EHR utilization for research. Informatics familiarity moderately correlated with perceived importance of CI (Pearson’s <em>r</em> = 0.35).</div></div><div><h3>CONCLUSIONS</h3><div>General surgery residents recognize the importance of CI in surgical practice but lack training and experience in this field, highlighting future educational opportunities. These findings underscore the necessity of structured CI training to prepare surgeons for the evolving world of healthcare technology.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 11","pages":"Article 103682"},"PeriodicalIF":2.1,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144989435","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":"Problem Identification and Needs Assessment for a Universal Surgical Simulation Educational Fellowship Curriculum","authors":"Erika Simmerman Mabes DO ,&nbsp;Jonathan Chainey MD, MSc, FRCSC ,&nbsp;Ming-Li Wang MD ,&nbsp;Karen J. Dickinson MBBS, BSc, MD, Med, FRCS","doi":"10.1016/j.jsurg.2025.103680","DOIUrl":"10.1016/j.jsurg.2025.103680","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Simulation-based training is a critical adjunct to clinical medicine, and it has grown exponentially in academic and community healthcare settings in recent decades. The expansion is multifactorial, and the proliferation has resulted in the need for well-informed, well-trained simulation educators and leaders. The increased demand has driven the growth of accredited surgical simulation fellowships and formal surgical education qualifications. However, there are currently no standardized curricula for these fellowship programs. We aimed to perform a problem identification and needs assessment to develop a surgical simulation fellow curriculum.</div></div><div><h3>METHODS AND DESIGN</h3><div>A mixed-methods needs assessment was performed. Problem identification and general needs assessment were conducted during regular Association of Surgical Education (ASE) Simulation Committee meetings. The general needs assessment involved a scoping literature review to identify papers on existing longitudinal simulation curricula, with searches of PubMed, EMBASE, and Web of Science. The targeted needs assessment involved a focus group interview of surgical simulation fellows, and the investigative team performed a thematic analysis.</div></div><div><h3>RESULTS</h3><div>Key stakeholders of surgical simulation fellowships identified no standard curriculum for these fellows. They identified that a collaborative national project to develop a curriculum accessible to surgical simulation fellows could enhance the learning experience. The scoping literature review identified 258 studies, 7 full articles, and 3 articles meeting inclusion criteria, demonstrating a paucity of literature on curricula for simulation educational fellows. The general and targeted needs assessment informed the development of suggested modules for the surgical simulation curriculum, and the first draft of proposed modules was discussed with the ASE Board; feedback was incorporated, and a final list of modules was produced.</div></div><div><h3>CONCLUSIONS</h3><div>Through Kern’s steps of problem identification and needs assessment, we describe the structure for a novel national innovative curriculum to educate surgical simulation fellows and those interested in surgical simulation education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103680"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922077","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 Pivotal Role of Coaching in Surgical Residency: A Scoping Review","authors":"Leah M. Gudex BS ,&nbsp;Jason S. Salvato BS ,&nbsp;Jaclyn T. Mauch MD, MBE ,&nbsp;Gurjit Sandhu PhD ,&nbsp;Paige L. Myers MD, MPH","doi":"10.1016/j.jsurg.2025.103636","DOIUrl":"10.1016/j.jsurg.2025.103636","url":null,"abstract":"<div><h3>Objective</h3><div>Coaching is commonly used in sports and business to direct individuals toward a defined goal. Over the past decade, coaching has gained traction in medicine. Specifically, within surgical residencies, various coaching programs have been implemented, resulting in a breadth of outcomes. This study examines and synthesizes how coaching has been implemented and evaluated in surgical residency.</div></div><div><h3>Design</h3><div>A scoping review was conducted following PRISMA guidelines using variations of the search terms “coach” and “surgical residents” in four databases: Embase, PubMed, Scopus, and Web of Science. Relevant studies were published between 2012 and 2024. Only primary studies that evaluated coaching as an intervention for surgical residents were eligible for inclusion. The authors initially screened publications based on their titles and abstracts for relevance. A full-text review of included studies was conducted to identify articles reporting coaching, evaluation, and reliable outcomes data in surgical residency.</div></div><div><h3>Results</h3><div>Thirty papers were included in this scoping review. Based on a predefined framework, studies were categorized as nontechnical (10) or technical coaching (23). Nontechnical skills coaching enhanced resilience, well-being, professional fulfillment, goal setting, and self-confidence. Technical coaching was associated with improved operative performance, procedural efficacy, and resident confidence, with multiple studies reporting gains in validated technical skills assessment tools. Video-based coaching was specifically associated with greater volume and clarity of teaching points and improved nontechnical skills such as decision-making.</div></div><div><h3>Conclusion</h3><div>Coaching for surgical residents, implemented through nontechnical skill and operative coaching methods, enhances nontechnical skills such as communication and resilience, supports professional growth and resident well-being, and improves technical performance.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103636"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921166","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":"Rethinking Global Orthopedic Education: Centering Needs, Fostering Collaboration, and Building Networks","authors":"Samhita Kadiyala ,&nbsp;Emily Powis ,&nbsp;Kiran J. Agarwal-Harding","doi":"10.1016/j.jsurg.2025.103661","DOIUrl":"10.1016/j.jsurg.2025.103661","url":null,"abstract":"<div><div>Musculoskeletal trauma remains a leading cause of disability and death worldwide, disproportionately affecting patients in resource-limited settings. Yet traditional models of orthopedic education often reflect the biases of high-income countries, limiting their applicability to the majority of patients globally. We propose a reimagined framework for global orthopedic education built around 3 core principles. First, educational efforts must center on the needs and experiences of surgeons and patients in resource-limited settings, recognizing these environments as sources of innovation and practical excellence. Second, global orthopedic education must prioritize collaboration and bidirectional learning, fostering mutual exchange rather than 1-way dissemination of knowledge. Third, building durable global networks is essential for supporting clinical excellence, research innovation, and mentorship. Programs that integrate these principles—such as academic exchanges and multilingual virtual education conferences—demonstrate the potential for education to build capacity sustainably, improve clinical outcomes, and foster innovation across diverse contexts. As global orthopedics education evolves, embracing these principles can help dismantle traditional hierarchies, amplify underrepresented voices, and advance musculoskeletal health equity worldwide.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103661"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144921314","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":"Assessing Artificial Intelligence as a Diagnostic Support Tool for Surgical Admissions in the Emergency Department","authors":"Jamie Rice MBBCh, BAO, BA, MSc ,&nbsp;Eoin Ó’Briain MBBCh, BAO, BA, MSc ,&nbsp;Conor J. Kilkenny MB, BAO, BA, MCh, MRCS ,&nbsp;Richard E. Hogan MB, BAO, BA, MCh, MRCS ,&nbsp;Tom V. McIntyre MBBCh, BAO, BA, MSc, PGDip, MRCS ,&nbsp;Dara Kavanagh MD, FRCSI ,&nbsp;Paul C. Neary MD, FRCSI ,&nbsp;James M. O’Riordan MD, FRCSI ,&nbsp;Shaheel M. Sahebally MD, FRCSI","doi":"10.1016/j.jsurg.2025.103676","DOIUrl":"10.1016/j.jsurg.2025.103676","url":null,"abstract":"<div><h3>INTRODUCTION</h3><div>Artificial intelligence (AI) is increasingly being used in healthcare for data analysis and decision support. This study assesses the potential of AI (specifically ChatGPT-4o) as a diagnostic support tool for surgical admissions in the Emergency Department and compared its accuracy with that of on-call surgical trainees.</div></div><div><h3>METHODS</h3><div>This was a single-institution retrospective study conducted in December 2023. Primary outcomes comprised the agreement and accuracy of diagnoses between AI and trainees. The secondary outcome measure was the similarity of treatment plans. Agreement was defined as the percentage of cases in which both AI and the surgical trainee concurred on the diagnosis or specific aspects of the management plan. Accuracy was defined in both groups as the proportion of provisional diagnoses that corresponded with the definitive diagnosis, as confirmed by subsequent imaging and/or clinical documentation.</div></div><div><h3>RESULTS</h3><div>One hundred patients were included in the study. The mean age of presenting cases was 54 (±20), years. Abdominal pain was the most commonly reported symptom in provisional diagnoses (68%). The accuracy of provisional diagnoses compared to CT-confirmed diagnoses was 76% for the AI system and 74% for the surgical trainees (p = 0.744). Substantial agreement between the AI and trainee’s initial diagnosis was observed (κ = 0.73). There were no statistically significant differences between AI &amp; surgical trainee in provisional diagnosis (p = 0.754), decisions to bring patients to the operating theatre (p = 0.540) and antibiotic administration (p = 0.122). The overall agreement rates were 85%, 58% &amp; 74% respectively.</div></div><div><h3>CONCLUSION</h3><div>Commercially-available AI models demonstrate similar diagnostic ability to junior surgical trainees and may serve as a useful decision-support system. These models could be incorporated into electronic record systems as an adjunct to enhance decision-making.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103676"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922176","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}