Journal of Surgical Education最新文献

{"title":"Vice Chairs of Education in Obstetrics and Gynecology: Prevalence, Scope, and Ongoing Challenges","authors":"Divya K. Shah MD, MME ,&nbsp;Katherine T. Chen MD, MPH ,&nbsp;Maya M. Hammoud MD, MBA ,&nbsp;Lori R. Berkowitz MD, MBA ,&nbsp;Abigail Ford Winkel MD, MHPE","doi":"10.1016/j.jsurg.2024.103311","DOIUrl":"10.1016/j.jsurg.2024.103311","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>To estimate the prevalence of the Vice Chair of Education (VCE) role in obstetrics and gynecology (OBGYN) departments and to describe the demographics, responsibilities, resource allocation, and challenges faced by individuals in this role.</div></div><div><h3>DESIGN</h3><div>A 2-part survey was developed with the Association of Professors of Gynecology and Obstetrics (APGO) Member Engagement Workgroup.</div></div><div><h3>SETTING</h3><div>National survey.</div></div><div><h3>PARTICIPANTS</h3><div>Part 1 was sent to OBGYN department chairs to identify departments with a VCE and to assess characteristics of departments without 1. Part 2 was sent directly to VCEs to assess characteristics of the department and the individual VCE, including demographics, academic appointments, leadership and educational experience, responsibilities, and institutional support. Chi-squared tests were used to compare departments with and without VCE.</div></div><div><h3>RESULTS</h3><div>196 of 256 OBGYN chairs (76.5%) responded to part 1 of the survey, and 71 of 86 VCEs (82.5%) responded to part 2 of the survey. The prevalence of the VCE role was 43.9%. Departments with a VCE had larger numbers of faculty, residents, and medical students, and were more likely to identify as university-affiliated (all <em>p</em> &lt; 0.001). A majority of VCEs identified as women (82.1%), associate professors (55.0%), and academic specialists (51%), with 62.3% serving as the inaugural VCE in their department. Approximately half of VCEs have a defined job description, and only 35.8% controlled an educational budget. Two-thirds (65.7%) of VCEs received full-time equivalent (FTE) support for the role, with 37.1% receiving 0.2 FTE.</div></div><div><h3>CONCLUSIONS</h3><div>The VCE role remains relatively new in OBGYN. Optimizing success of individuals in this role requires increased job clarity, adequate support, and ongoing opportunities for career development.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103311"},"PeriodicalIF":2.6,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142484423","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":"Impact of Program Characteristics on Diversity Representation in Orthopaedic Surgery Residency Websites","authors":"Amir Human Hoveidaei MD ,&nbsp;Mehdi Karimi MD ,&nbsp;Reza Niakan MD-candidate ,&nbsp;Mohammad Amin Khadembashiri MD ,&nbsp;Mohamad Mehdi Khadembashiri MD ,&nbsp;Sukrit J. Suresh MBBS ,&nbsp;Dawn M. LaPorte MD, FAAOS","doi":"10.1016/j.jsurg.2024.09.008","DOIUrl":"10.1016/j.jsurg.2024.09.008","url":null,"abstract":"<div><h3>OBJECTIVES</h3><div>To examine how residency program characteristics, including program type, city population, region, program director/chair sex and ethnicity, and program size, influence the representation of diversity elements on orthopaedic surgery residency program websites.</div></div><div><h3>DESIGN</h3><div>Cross-sectional study.</div></div><div><h3>SETTING</h3><div>Orthopaedic surgery residency programs in the United States.</div></div><div><h3>PARTICIPANTS</h3><div>A total of 199 active nonmilitary orthopaedic surgery residency programs listed on the Electronic Residency Application Service (ERAS) and National Resident Matching Program (NRMP) directories in May 2023, with 198 programs included in the final analysis.</div></div><div><h3>RESULTS</h3><div>The analysis of 198 programs showed an average of 4.32 ± 1.75 diversity elements per website. Large programs and university-affiliated programs were significantly more likely to feature 4 or more diversity elements (p &lt; 0.001). Mississippi, New Hampshire, and Rhode Island had the highest mean diversity scores. The most common diversity elements were individual photographs of residents (87.37%) and faculty (81.82%), while the least common were community resources (24.24%) and nondiscrimination statements (13.64%). Program size and affiliation had significant associations with diversity representation, whereas the sex and ethnicity of program directors and chairs did not.</div></div><div><h3>CONCLUSIONS</h3><div>The study reveals that program size and affiliation significantly influence the presence of diversity elements on orthopaedic surgery residency program websites. It also underscores the urgent need for smaller and non-university programs to enhance their diversity and inclusion efforts. The findings suggest that other factors beyond leadership characteristics affect diversity representation. Improving nondiscrimination statements and DEI messages on websites could further support diversity in orthopaedic surgery residency programs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103289"},"PeriodicalIF":2.6,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142484422","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 Curve of a Robotic Bio-Tissue Intestinal Anastomosis: Implications for Surgical Training Curricula","authors":"Benjamin Rail BS,&nbsp;Andres A. Abreu MD,&nbsp;Emile Farah MD,&nbsp;Daniel J. Scott MD,&nbsp;Ganesh Sankaranarayanan PhD,&nbsp;Herbert J. Zeh III MD,&nbsp;Patricio M. Polanco MD","doi":"10.1016/j.jsurg.2024.09.015","DOIUrl":"10.1016/j.jsurg.2024.09.015","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>The integration of robotic surgical training in a time-scarce residency program is a challenge for surgical educators. Simulation-based training is a tool that allows residents to acquire the necessary robotic skills without compromising patient safety. This study aimed to assess the learning curve of a robotic inanimate intestinal anastomosis drill.</div></div><div><h3>DESIGN</h3><div>Two trained graders performed a video-based assessment of each attempt of a side-to-side intestinal anastomosis drill using the Objective Structured Assessment of Technical Skill (OSATS) scale. Residents who achieved a passing score of 28 were included in the study. We assessed the number of attempts required to achieve a passing score and evaluated technical performance on different OSATS domains. Data were analyzed using independent t-test, 1-way ANOVA, and binary logistic regression.</div></div><div><h3>SETTING</h3><div>The University of Texas Southwestern</div></div><div><h3>PARTICIPANTS</h3><div>33 residents across 4 academic years</div></div><div><h3>RESULTS</h3><div>Thirty-three residents performed 139 attempts with a mean of 4.2 ± 2 attempts per resident. On average, 3.3 attempts were required to achieve a passing score. Average OSATS score increased from 21.7 to 27.2 between the 1st and the 4th attempt, respectively (p &lt; 0.001). Of the OSATS subcategories, time and motion showed the greatest score improvement of 1.5 on a 5-point Likert scale, 95% CI [0.82, 2.18] (p &lt; 0.001). Despite varying baseline OSATS scores between residents on initial assessment, there was no significant difference in the final attempt score. On the initial attempt, a lower score and failure to finish were associated with greater odds of requiring 5 or more attempts to pass the drill.</div></div><div><h3>CONCLUSION</h3><div>All OSATS metrics improved on an intestinal anastomosis drill after simulation training. A maximum of 6 attempts were required to achieve a passing score. Initial performance strongly predicts the number of attempts required to achieve a passing score. This feasible and effective drill provides trainees with robotic intestinal anastomosis training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103296"},"PeriodicalIF":2.6,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441106","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 the Surgical Education Experience: 9-month Outcomes of an Education Time-Out Pilot Study","authors":"Jennifer E. Kaiser MD ,&nbsp;Gentry Carter MS ,&nbsp;Gary Sutkin MD ,&nbsp;Susanna R. Cohen DNP, CNM ,&nbsp;Heather Campbell MD","doi":"10.1016/j.jsurg.2024.103305","DOIUrl":"10.1016/j.jsurg.2024.103305","url":null,"abstract":"<div><h3>Objective</h3><div>We aimed to: 1) create a Surgical Education Time-Out Tool (SET-OuT) checklist training module for faculty utilizing a highly-realistic simulation and 2) assess faculty and resident perioperative educational experiences pre- and post-SET-OuT intervention.</div></div><div><h3>Design, Setting, and Participants</h3><div>We recruited gynecologic surgical faculty and PGY1 to PGY3 obstetrics and gynecology (OBGYN) residents from the University of Utah. Each enrolled participant completed a baseline and 9-month survey about their educational experiences and SET-OuT satisfaction. Faculty enrollment required completion of highly-realistic SET-OuT simulation with a simulated resident actor. We compared individual measures and composite teacher self-efficacy scale and composite resident procedural self-confidence scale between time points using rank sum tests. We converted Likert-scale items to 5-point scales and used mixed linear models to investigate whether relationships persisted after accounting for individual surgeons’ and residents’ effects.</div></div><div><h3>Results</h3><div>Twenty-five of 62 (40%) faculty and 15/17 (88%) residents enrolled with 100% baseline survey completion. Twenty of 25 (80%) faculty and 12/15 (80%) residents completed the 9-month survey. Faculty scored a median 34/45 points on the self-efficacy scale at baseline and 41/45 points at 9 months (p &lt; 0.01). Faculty demonstrated a 0.9-point improvement in teaching performance satisfaction (p &lt; 0.01). Residents’ procedural self-confidence was 16.5/30 at baseline and 22/30 at 9-months (p = 0.01) and felt their value and input in the surgical education experience improved. Residents reported improved satisfaction with feedback at 9-months compared to baseline (p = 0.01). Faculty and residents reported 85% and 100% satisfaction with the ETO as a teaching tool, respectively.</div></div><div><h3>Conclusions</h3><div>Implementation of a perioperative SET-OuT improved faculty teaching self-efficacy and resident procedural confidence. Both groups highly rated the SET-OuT as an acceptable perioperative teaching tool.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103305"},"PeriodicalIF":2.6,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441264","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":"Pay-to-Play: The Rising Cost of Subspecialty Conference Attendance for Surgical Residents","authors":"David R. Mann DO MS,&nbsp;Leah M. Evans MD,&nbsp;Mallorie L. Huff MD MPH,&nbsp;Colleen A. Donahue MD","doi":"10.1016/j.jsurg.2024.09.017","DOIUrl":"10.1016/j.jsurg.2024.09.017","url":null,"abstract":"<div><h3>Objective</h3><div>Surgical society conferences play a vital role in academic medicine, offering exposure to subspecialties, networking, and research presentation opportunities for surgical residents. However, the rising costs of attendance pose financial challenges, potentially deterring participation. We aimed to assess changes in conference costs, travel policies, and expenses for general surgery residents in North Carolina (NC) and South Carolina (SC) general surgery residency programs.</div></div><div><h3>Design, Setting, and Participants</h3><div>We collected registration data for major surgical society conferences in 2009 and 2019. Airfare estimates were derived from U.S. Department of Transportation data, while hotel costs were calculated based on negotiated rates for conference dates. Miscellaneous expenses were approximated using a per diem rate. Statistical analyses compared costs using paired T-tests (p &lt; 0.05).</div></div><div><h3>Results</h3><div>There was a significant increase in registration costs from 2009 to 2019 (mean: $103 vs. $213; p = 0.04), outpacing inflation. However, there were no statistically significant changes in hotel costs or total attendance expenses over the same period. Flight costs decreased slightly, but not significantly (p = 0.18).</div></div><div><h3>Conclusion</h3><div>While this study highlights a notable rise in conference registration fees, total attendance costs remained stable. Nevertheless, the financial burden on residents and programs remains considerable. We recommend surgical societies reassess their registration policies to alleviate costs and enhance access, potentially through increased scholarship opportunities, ensuring conferences remain accessible to all residents.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103298"},"PeriodicalIF":2.6,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441104","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 the Efficacy of Enhanced Versus Standard Three-Dimensional Training Models in Laparoscopic Skills Acquisition: A Randomized Controlled Trial of Novice Medical Students","authors":"Georgios Alampritis MBBS, MSc ,&nbsp;Chara Rossou MBBS, MSc ,&nbsp;Bijendra Patel MBBS, MS, FRCS","doi":"10.1016/j.jsurg.2024.08.028","DOIUrl":"10.1016/j.jsurg.2024.08.028","url":null,"abstract":"<div><h3>Objective</h3><div>The aim of the study was to determine if laparoscopic skills acquisition will be superior with the use of 3D-enhanced training models with increased dimensionality and spatial complexity compared to standard 3D LapPass training models in novice medical students. We hypothesized that adopting low-fidelity, 3D-enhanced training models in the 2D visual modality may expedite adaptation to monocular cues related to depth perception, enhancing performance.</div></div><div><h3>Design</h3><div>A prospective, single-center, 2-arm, randomized controlled trial with participants randomized equally into either 3D-enhanced or standard 3D group (allocation ratio 1:1, block sizes 2 and 4) performing 2 standardized laparoscopic tasks: (1) polo grasping and manipulation and (2) intracorporeal suturing. Performance was assessed using the Global Operative Assessment of Laparoscopic Skills (GOALS) tool, completion time, and number of errors, with evaluations at baseline, interim, and post-training for each task. A post-study survey measured participant-perceived confidence and performance (ID: NCT06184854).</div></div><div><h3>Setting</h3><div>Barts Cancer Institute, Queen Mary University of London, UK.</div></div><div><h3>Participants</h3><div>Sixty-five medical students, all novices in laparoscopic surgery, were enrolled, with 3 dropouts.</div></div><div><h3>Results</h3><div>Thirty-one participants in each group completed the study with homogeneity regarding demographic data (p &gt; 0.05). Both groups had significantly superior performance post-training compared to baseline in the 2 tasks (intragroup comparison, p &lt; 0.017). In the intergroup comparison, the 3D-enhanced group had statistically significantly greater improvements in the GOALS score parameter and depth perception domain across all comparisons for both tasks (p &lt; 0.05). Time improvement and error reduction also favored the 3D-enhanced group, however, without reaching statistical significance. In the post-study survey, the 3D-enhanced group reported significantly greater perceived post-training confidence and performance in the suturing task alone (p &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>The use of 3D-enhanced training models resulted in superior laparoscopic skills acquisition for novices in 2 tasks compared to standard 3D LapPass models. Therefore, incorporating 3D-enhanced models into laparoscopic training curricula alongside standard 3D LapPass models can supplement learning. Further work should focus on long-term efficacy with a competency-based endpoint.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103278"},"PeriodicalIF":2.6,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Residents Patient-Centered Communication: A Call for Standardized Programming","authors":"Anna Newcomb PhD, MSW, LCSW ,&nbsp;Yasaman Vahdat MD ,&nbsp;Rachel D. Appelbaum MD ,&nbsp;Kimberly Kopecky MD, MSCI ,&nbsp;Jonathan Dort MD, FACS","doi":"10.1016/j.jsurg.2024.103301","DOIUrl":"10.1016/j.jsurg.2024.103301","url":null,"abstract":"<div><h3>Objective</h3><div>Surgical residency Program Directors (PDs) use the Accreditation Council for Graduate Medical Education (ACGME) milestones to measure general surgery competencies including interpersonal communication skills and professionalism. These programs face myriad barriers implementing communication training, including competing educational priorities and insufficient local expertise. The goal of this work is to generate hypotheses regarding barriers and facilitators to successful communication, leadership, and professionalism training (CLPT) in surgical residency programs.</div></div><div><h3>Design and Setting</h3><div>We implemented a qualitative study using semi structured 30-minute interviews; grounded theory guided our systematic data collection, coding, and analysis to enable us to identify patterns and relationships within the available dataset.</div></div><div><h3>Participants</h3><div>Eligible participants were surgical educators known to provide or interested in providing communication training or were surgical trainees focused on education and/or CLPT. Surgeon participants (N=18) included 4 communication researcher/content experts, 9 Program Director (PD) or former PD faculty, 4 Associate PDs, 1 fellow, and 2 residents.</div></div><div><h3>Results</h3><div>Themes abstracted from interview data include 1) the importance of providing formal CLPT, 2) readiness of residency programs to include CLPT, 3) challenges and barriers to implementing CLPT, and 4) recommendations for implementation. Barriers included the “crowded educational schedule,” lack of local expertise, absence of programmatic guidance nationally, and paucity of standardized materials. Facilitators to implementation included the nature of CLPT curricula such as content, approach, and ease of implementation, and suggestions to achieve learner and leadership support. The availability of expert guidance and standardized materials would ease the incorporation of sustainable CLPT into a residency program that could become increasingly engaged and skilled in communication.</div></div><div><h3>Conclusions</h3><div>This research serves as a call for direction from ACGME regarding CLPT educational priorities and urges surgical educators to continue to test and develop CLPT content and assessment materials for wide distribution along with providing guidance on implementation.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103301"},"PeriodicalIF":2.6,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407329","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":"Association Between Teaching Clinic Structure and the Readiness of Ophthalmology Residents to Enter Independent Practice","authors":"T. Michael Kashner PhD, JD, MPH ,&nbsp;Marjorie A. Bowman MD, MPA ,&nbsp;Catherine P. Kaminetzky MD, MPH ,&nbsp;Andrea D. Birnbaum MD, PhD ,&nbsp;John M. Byrne DO ,&nbsp;Paul B. Greenberg MD, MPH ,&nbsp;Steven S. Henley MS, BS, BA ,&nbsp;Karen M. Sanders MD","doi":"10.1016/j.jsurg.2024.08.020","DOIUrl":"10.1016/j.jsurg.2024.08.020","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Our objective is to determine if the structure of Graduate Medical Education teaching clinics is associated with how well ophthalmology residents are prepared to meet the workload demands of independent clinical practice.</div></div><div><h3>DESIGN</h3><div>Resident preparedness to enter independent practice was measured by the Readiness Index. Part of the Department of Veterans Affairs’ new Workload-based Resident Academic Performance measures (WRAP), resident readiness is computed from electronic health records for residents by clinic and service-date. The index compares resident productivity net of supervision and adjusted for care quality to the average productivity of non-supervising ophthalmologists. Readiness comprises a Workload component (ratio of resident gross productivity to the average productivity of non-supervising ophthalmologists) and Supervision component (ratio of resident net of supervision to gross productivity). Teaching clinic factors include resident postgraduate-year level, resident-to-physician staff ratios, patient care complexity, and program size. Covariates include time into the academic year, facility quality ranking and complexity rating, and attending physician productivity rate.</div></div><div><h3>SETTING</h3><div>Study setting is 109 ophthalmology outpatient clinics from the United States Department of Veterans Affairs and its 1,300 annual ophthalmology resident positions rotating on 84,600 ophthalmology clinic-days during academic years from July 1, 2015, through June 30, 2019.</div></div><div><h3>PARTICIPANTS</h3><div>An average 2.6 residents at a second-year or higher saw 25.0 patients requiring 93.6 relative value units (RVUs) of workload.</div></div><div><h3>RESULTS</h3><div>Senior ophthalmology residents from clinics with higher resident-to-physician ratios had greater practice readiness than their counterparts primarily from having greater progressive autonomy from supervision. Residents from larger programs treating more complex patients had only slightly greater practice readiness than their counterparts primarily from having greater workload productivity.</div></div><div><h3>CONCLUSIONS</h3><div>The readiness of ophthalmology residents to enter independent practice is associated with their academic level and resident-to-physician staff ratios, and to a lesser extent care complexity and program size.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103270"},"PeriodicalIF":2.6,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142396366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interventions Used to Improve Communication Competencies in Surgical Residencies: A Systematic Review","authors":"Dalia Karol ,&nbsp;Aleena Malik ,&nbsp;Eleni Philippopoulos ,&nbsp;Kameela Alibhai ,&nbsp;Claire Jones ,&nbsp;Evan Tannenbaum","doi":"10.1016/j.jsurg.2024.09.003","DOIUrl":"10.1016/j.jsurg.2024.09.003","url":null,"abstract":"<div><h3>Objective</h3><div>To explore which educational interventions have been used to address communication skill in surgical residents.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Results</h3><div>Several interventions have been used to improve communication skill in residency, including simulation, standardized patients, and didactic teaching. These interventions vary widely, yet the majority of interventions tend to result in improvement in resident communication skill.</div></div><div><h3>Conclusions</h3><div>Communication is an essential skill for surgical trainees to learn. Integration of communication-focused educational interventions can lead to improved skill development in surgical residents.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103284"},"PeriodicalIF":2.6,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402473","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":"Gender Differences in Self-Description: A Linguistic Analysis of Orthopedic Surgery Residency Application Personal Statements","authors":"Landon Larabee MD, MBA ,&nbsp;Bradley J. Lauck BA ,&nbsp;Alexander D. Jeffs MD ,&nbsp;Anthony V. Paterno MD ,&nbsp;Alysa Nash MD ,&nbsp;Colleen B. Balkam MD ,&nbsp;Robert J. Esther MD","doi":"10.1016/j.jsurg.2024.09.007","DOIUrl":"10.1016/j.jsurg.2024.09.007","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>The purpose of this study is to assess differences in language characteristics in personal statements written by male and female applicants to an orthopedic surgery residency program.</div></div><div><h3>DESIGN</h3><div>This is a blinded retrospective analysis of personal statements from all applicants to an orthopedic surgery residency training program during 1 application cycle. Language characteristics were analyzed using a linguistic analysis software. This software evaluated 19 variables, including word count, 4 summary language variables (analytical thinking, clout, authenticity, and emotional tone), and 14 additional word categories.</div></div><div><h3>SETTING</h3><div>Our study took place at [institution].</div></div><div><h3>PARTICIPANTS</h3><div>All applications submitted during the 2018-2019 residency application cycle were analyzed. 889 applicants were included in the study based on exclusion criteria, which omitted the 5 applicants who ultimately matched at our institution, as well as non-US citizens.</div></div><div><h3>RESULTS</h3><div>Word count was not statistically significant between groups. Amongst the summary language variables, authenticity was higher in female applicants (p = 0.0142). Of the selected word categories, males averaged a higher score in certainty (p = 0.0418), while females averaged higher scores in curiosity (p = 0.0102), perception (p = 0.0486), and attention (p = 0.0293).</div></div><div><h3>CONCLUSIONS</h3><div>Subtle differences exist in the language characteristics of personal statements written by male and female applicants to orthopedic surgery residency. The implications of our findings would be strengthened by new data on specific language characteristics and communication skills most desired by orthopedic program directors. Lastly, as evaluation metrics for residency applications continue to change, personal statements may assume an even more important role.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 12","pages":"Article 103288"},"PeriodicalIF":2.6,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142396382","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}