Journal of Surgical Education最新文献

{"title":"Engaging and Empowering Future Female Surgeons: Development of the Medical Student Section of the Society of Women in Urology","authors":"Allison G. Booher BA ,&nbsp;Sasha J. Vereecken BScN., RN ,&nbsp;Erin Kim MD ,&nbsp;Neharika Penmatcha BS ,&nbsp;Alexandra Aponte MD ,&nbsp;Eman N. Chaudhri MD ,&nbsp;Meghana Noonavath BS ,&nbsp;Ibukunoluwa Omole BA ,&nbsp;Joanna Orzel MD ,&nbsp;Leigh Martin MD ,&nbsp;Gina DeMeo DO ,&nbsp;Tyler L. Overholt MD ,&nbsp;Akanksha Mehta MD","doi":"10.1016/j.jsurg.2025.103649","DOIUrl":"10.1016/j.jsurg.2025.103649","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>To describe a replicable model for a large-scale, cross-institutional, and student-driven initiative to promote gender equity within surgical fields.</div></div><div><h3>METHODS</h3><div>To address the lack of a national infrastructure to support female medical students pursuing careers in Urology, a historically male-dominated specialty, the society of women in urology (SWIU) established its medical student section, called SWIUdents, as a student-led initiative to offer mentorship, education, and networking resources for future female urologists. In 2022, SWIUdents convened its first medical student leadership board, comprised of two co-chairs and four subcommittees focused on membership, program implementation, mentorship, and community relations. SWIUdents membership was open to medical students of all gender identities, and recruitment for the organization took place via official SWIU communications, social media, and word of mouth.</div></div><div><h3>RESULTS</h3><div>As of April 2025, there are 319 SWIUdents members, 195 of which are current medical students, representing all regional sections of the American Urological Association (AUA), as well as international medical students. In the 2024 to 2025 academic year, SWIUdents paired 87 medical students with resident or faculty members in Urology. SWIUdents also maintains an active social media presence and offers a broad array of programming, with robust attendance at monthly webinars and journal clubs.</div></div><div><h3>CONCLUSIONS</h3><div>This paper outlines the development and infrastructure of SWIUdents, a national, student-driven model which may be replicated by other specialty organizations aiming to engage and empower women and other groups underrepresented within their respective field.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103649"},"PeriodicalIF":2.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144878789","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":"Ethics Consultations as a Novel Approach to Needs Assessments in Surgical Ethics Curriculum Development","authors":"Sharmi C. Amin BA ,&nbsp;Daniel C. Jenkins BS ,&nbsp;Christian J. Vercler MD, MA ,&nbsp;Janice I. Firn PhD, MSW, HEC-C","doi":"10.1016/j.jsurg.2025.103654","DOIUrl":"10.1016/j.jsurg.2025.103654","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Previous studies suggest that nationally standardized surgical ethics curricula may not fully prepare surgical teams for complex ethical dilemmas encountered in clinical practice. Local needs assessments can bridge this gap by identifying areas for targeted training. Studies assessing institutional surgical ethics needs have utilized literature review, surveys, and interviews with staff, but not review of ethics consultation documentation. This study analyzes the ethical issues and contextual features underlying ethics consultations involving surgical specialties to assess their utility as a needs assessment tool and to inform formal ethics curriculum development.</div></div><div><h3>DESIGN</h3><div>A retrospective review of ethics consultations involving surgical teams between January 2014 and June 2024 was conducted using deductive conceptual content analysis to identify primary ethical themes and contextual features. Descriptive statistics were used to analyze data.</div></div><div><h3>SETTING</h3><div>Ethics consultation documentation at Michigan Medicine, a tertiary academic medical center in Ann Arbor, Michigan.</div></div><div><h3>PARTICIPANTS</h3><div>The review included 51 pediatric consultations and 119 adult consultations.</div></div><div><h3>RESULTS</h3><div>Pediatric consultations involved 8 surgical subspecialties; adult consultations involved 11. Most consultations (58.8%) occurred during the preoperative period. In the pediatric cohort, the most common ethical themes were disagreements regarding goals of care (23.5%), treatment over objection or refusal (15.7%), and surrogate decision-making (13.7%). In the adult cohort, decision-making capacity (23.5%), surrogate decision-making (22.7%), and disagreements regarding goals of care (18.5%) were most prevalent. The most frequent contextual features were staff-family conflict (29.4%) in pediatric cases and communication issues (37.8%) in adult cases.</div></div><div><h3>CONCLUSIONS</h3><div>Review of ethics consultations is an effective method for identifying scenarios where surgical teams need additional support and could benefit from targeted ethics training. This work supports ongoing curricular development aimed at providing trainees with broad ethical foundations and adaptable, subspecialty-specific components. These enhancements ensure that education remains relevant to the complex, specialty-specific challenges faced during formative years of training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103654"},"PeriodicalIF":2.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886399","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":"Comparing Peer vs. Near Peer Feedback in an At-Home Laparoscopic Curriculum","authors":"Brandon Cowan MD ,&nbsp;Riley Brian MD, MAEd ,&nbsp;Tushani Illangasekare MD ,&nbsp;Hueylan Chern MD ,&nbsp;Patricia O’Sullivan EdD","doi":"10.1016/j.jsurg.2025.103638","DOIUrl":"10.1016/j.jsurg.2025.103638","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Skilled faculty instructors for laparoscopy are limited. Previously we observed that learners give effective asynchronous feedback to their peers, on par with faculty. We hypothesize that senior resident near-peers can give superior feedback compared with peers by exhibiting advanced technical knowledge, while sharing educational benefits seen in peer feedback.</div></div><div><h3>DESIGN</h3><div>Junior surgical residents completed a 9-stage curriculum of laparoscopic tasks, with videos uploaded to an online platform. In experimental design, residents were randomized for video review by peers (same level) or near-peers (PGY4). Performance assessed with a task-specific rubric and completion time on an in-person final assessment was compared with t-test. Qualitative analysis of semi-structured interviews with participants compared peer and near-peer feedback.</div></div><div><h3>SETTING</h3><div>A single academic institution with residency programs in 2 cities.</div></div><div><h3>PARTICIPANTS</h3><div>Fifty-one invited PGY1-2 residents from 3 specialties (general surgery, OB-GYN, urology).</div></div><div><h3>RESULTS</h3><div>Final assessment performance was similar among peer (N = 10) and near-peer (N = 7) cohorts as seen in mean (SD) total points (56 [5.5] and 60 [4.3], p = 0.160) or total (SD) time taken (1029 [289] and 887 [278] seconds, p = 0.355) during the assessment. Interviews with 3 participants from the peer group and 5 from near-peer identified 3 major themes. First, different accountability mechanisms relate to assessor role, noting that participants were motivated to maintain reputation in front of their senior resident near-peers; in contrast, working with peers felt more collaborative and supportive. Second, participants noted they learn as they gave and received feedback, and evaluating one’s peers provided a sense of community. Third, the value of the curriculum is largely in the curriculum design, including video examples or rubrics which standardize feedback regardless of assessor expertise.</div></div><div><h3>CONCLUSIONS</h3><div>Social learning and the learning environment appeared stronger in the peer feedback group relative to the near-peer group. Additionally, no particular advantage was noted in feedback quality given by near-peers.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103638"},"PeriodicalIF":2.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886545","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":"Measuring Emotional Intelligence in Surgeons: A Scoping Review","authors":"Amelia Waller,&nbsp;Matthew Rickard","doi":"10.1016/j.jsurg.2025.103634","DOIUrl":"10.1016/j.jsurg.2025.103634","url":null,"abstract":"<div><h3>Objective</h3><div>The primary aim was to evaluate methods of measuring emotional intelligence (EI) in surgeons and surgical trainees. Secondary aims included examining the role of EI among surgeons, focusing on its impact on burnout, job satisfaction, patient-surgeon relationships, and teaching abilities.</div></div><div><h3>Design</h3><div>The study followed PRISMA guidelines, with a systematic search conducted in June 2024 across databases such as MEDLINE, EMBASE, and Scopus. A total of 444 articles were initially identified, with 75 articles undergoing full-text review, and 42 being deemed relevant. The review included studies published between 2008 and 2024, focusing on various surgical specialties and EI measurement tools.</div></div><div><h3>Setting</h3><div>The study involved reviewing literature from various institutions and healthcare settings, with a focus on surgeons across all specialties at or above residency status.</div></div><div><h3>Participants</h3><div>The review targeted surgeons across all specialties at or above residency status. Exclusion criteria included nonsurgical populations, insufficient data, nonempirical studies, non-English language publications, inaccessible full texts, and poor methodological quality.</div></div><div><h3>Results</h3><div>The Trait Emotional Intelligence Questionnaire (TEIQue) was the most frequently used tool, appearing in 23 studies, followed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), Bar-On Emotional Quotient Inventory (EQ-i), and Schutte Self-Report Emotional Intelligence Test (SSEIT), among others. Higher EI scores were significantly associated with lower burnout levels among surgical residents and faculty, increased job satisfaction,<span><span>¹</span></span> better patient-surgeon relationships,<span><span>²</span></span> and improved teaching and mentoring abilities.<span><span>³</span></span> Gender differences were noted, with women scoring higher in emotionality and impulse control, and men scoring higher in sociability and stress management.<span><span>¹</span></span> The review also highlighted the variability in EI measurement tools, with some assessments being more comprehensive but costly, while others were shorter and free but less thorough.<span><span>⁴</span></span>^,<span><span>⁵</span></span>^,<span><span>⁶</span></span></div></div><div><h3>Conclusions</h3><div>The review highlights EI's role in reducing stress, preventing burnout, and improving surgical performance. However, the variation in EI tools and definitions complicates cross-study comparisons. Standardizing EI measurements is essential for consistent assessment and comparison. Incorporating EI training into surgical education is recommended, with further research needed to evaluate its impact</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103634"},"PeriodicalIF":2.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866098","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":"Does De-Escalation of Axillary Surgery Impact Surgical Trainee Experience? A 15-Year Institutional Analysis of General Surgery Resident and Breast Surgical Oncology Fellow Operative Volumes","authors":"Jenna L. Sturz-Ellis DO ,&nbsp;Courtney N. Day MS ,&nbsp;Angie M. Olson ,&nbsp;Mara A. Piltin DO ,&nbsp;Judy C. Boughey MD ,&nbsp;Mary M. Mrdutt MD, MS","doi":"10.1016/j.jsurg.2025.103648","DOIUrl":"10.1016/j.jsurg.2025.103648","url":null,"abstract":"<div><h3>Objective</h3><div>To assess the impact of axillary surgery de-escalation trends on general surgery resident and breast surgical oncology fellow exposure to axillary lymph node dissection cases.</div></div><div><h3>Design</h3><div>Accreditation Council for Graduate Medical Education case logs were retrospectively analyzed with attention to change over time. Trends in axillary lymph node dissection were evaluated using univariate linear regression.</div></div><div><h3>Setting</h3><div>Academic, tertiary medical center with a large general surgery residency and multiple surgical fellowship programs.</div></div><div><h3>Participants</h3><div>General surgery residents and breast surgical oncology fellows graduating from 2009-2024.</div></div><div><h3>Results</h3><div>Axillary lymph node dissection experience is decreasing for general surgery residents (estimate -0.46 cases per resident/graduation year, 95% CI -0.73, -0.19; p = 0.0011), with a mean of 12.0 cases per resident graduating in 2010 versus 6.1 cases in those graduating in 2024. Sentinel lymph node experience is preserved. Fellow axillary lymph node dissection experience is stable (p = 0.20) with a mean of 21.3 cases, however more recent fellow graduates have total numbers less than 20 cases.</div></div><div><h3>Conclusions</h3><div>The decrease in use of axillary lymph node dissection in clinical practice parallels a decline in resident experience with axillary lymph node dissection while fellow experience appears preserved. Continued attention to trends along with intentional case assignment and alternate/supplemental methods of education, such as video and simulation, may be valuable to educate residents on axillary lymph node dissection.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103648"},"PeriodicalIF":2.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144878774","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 3-Year Analysis of Characteristics That Predict Interview Offer to a Vascular Surgery Residency Program","authors":"Stephanie Rodriguez MD ,&nbsp;Richard Shi MD ,&nbsp;Saranya S. Sundaram MD, MMSc ,&nbsp;Rupak Mukherjee PhD ,&nbsp;Mathew Wooster MD, MBA ,&nbsp;Ravikumar Veeraswamy MD ,&nbsp;Adam Tanious MD, MBA, MMSc","doi":"10.1016/j.jsurg.2025.103643","DOIUrl":"10.1016/j.jsurg.2025.103643","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Vascular surgery (VS) program directors consider letters of recommendation (LOR) to be among the most essential parts of the residency application. This study aims to characterize applicant and LOR factors associated with an interview offer to a VS integrated residency (VSIR) program over three consecutive application cycles.</div></div><div><h3>METHODS</h3><div>Applicant characteristics (all applicants; <em>n</em> = 388) and LORs were abstracted from residency applications to a VSIR program from 2021 to 2024. Applicant demographic data and letter writer characteristics were abstracted. The Linguistic Inquiry and Word Count (LIWC-22) software, a validated text analysis program, was used to characterize LOR body content. Analyzed letters were compared according to interview offer and application year using multivariable analysis, examining the association between interview offer and applicant, letter writer, and LOR linguistic characteristics.</div></div><div><h3>RESULTS</h3><div>Applicants offered an interview (<em>n</em> = 129; 33% of all applicants) were more likely to hold alpha omega alpha membership, obtain honors on a surgery rotation, and have a higher Step 2 score. A higher proportion of LORs written by VS was associated with interview offer (89.5% vs 66.3%, p &lt; 0.001), while fewer letters from general surgeons was associated with an interview offer in all years. The presence of at least one chair, chief, program directors, or away rotation letter was associated with an interview offer. Presence of an away letter increased each year, with 66% of applicants having an away letter in 2023 compared to 42% in 2021 (p &lt; 0.001). Letters written for applicants offered an interview were 18% more likely to reference teaching (p &lt; 0.001), 14.7% more likely to reference research (p = 0.004), and 7.3% more likely to reference curiosity (p = 0.03) with no variations by applicant year. Letters for interviewed applicants were less likely to reference ability (p = 0.02) and grindstone (p = 0.006).</div></div><div><h3>CONCLUSIONS</h3><div>Applicants offered a VSIR interview were more likely to demonstrate academic excellence and have letters written by VS and away institution faculty; these associations have strengthened in the absence of United States Medical Licensing Exam Step 1 scores after 2021. Linguistic characteristics of LORs remain relatively unchanged across application cycles, with an emphasis on teaching and research remaining associated with an interview offer.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103643"},"PeriodicalIF":2.1,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866171","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":"Beyond Traditional Surgery Training: Incorporating Visual Thinking Strategies","authors":"Camryn Payne BA ,&nbsp;Isra Abdulwadood BS ,&nbsp;Katherine Kough MA ,&nbsp;Anna Akridge ,&nbsp;Shelley Noland MD","doi":"10.1016/j.jsurg.2025.103651","DOIUrl":"10.1016/j.jsurg.2025.103651","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103651"},"PeriodicalIF":2.1,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861149","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 Growth Mindset Workshop for Surgical Trainees","authors":"Michael A. Kochis MD, EdM ,&nbsp;Rebecca B. Tang MD ,&nbsp;Deanna L. Rothman MD ,&nbsp;Keith H. Baker MD, PhD ,&nbsp;Angela A. Guzzetta MD","doi":"10.1016/j.jsurg.2025.103631","DOIUrl":"10.1016/j.jsurg.2025.103631","url":null,"abstract":"<div><h3>Objective</h3><div>Growth mindset has recently been gaining attention among surgical educators, but there are limited data on mindset interventions in medical education. This paper describes the design and implementation of a growth mindset workshop for surgical interns.</div></div><div><h3>Design</h3><div>We followed a systematic approach to curriculum development. The workshop content was based on adult learning theory and experimental research on other mindset interventions.</div></div><div><h3>Setting</h3><div>2 large academic general surgery residency programs.</div></div><div><h3>Participants</h3><div>70 incoming surgical interns.</div></div><div><h3>Results</h3><div>The 90-minute workshop includes videos, reflection exercises, role plays, and group discussions. All instructional materials are publicly available or provided as part of this manuscript.</div></div><div><h3>Conclusion</h3><div>This guide can help surgical educators implement the workshop at their own institutions.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103631"},"PeriodicalIF":2.1,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841583","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":"Developing Neurosurgical Non-Technical Skills: A Tactical Decision Game Approach for Medical Students","authors":"Aaron Lawson McLean MSc,&nbsp;Sophie Kubon,&nbsp;Falko Schwarz MD, PhD,&nbsp;Christian Senft MD, PhD","doi":"10.1016/j.jsurg.2025.103637","DOIUrl":"10.1016/j.jsurg.2025.103637","url":null,"abstract":"<div><h3>Objective</h3><div>Non-technical skills (NTS), such as clinical decision-making, are crucial in neurosurgery but underdeveloped in undergraduate curricula. This pilot study aimed to develop, implement, and evaluate the feasibility and perceived educational value of tactical decision games (TDGs) for enhancing NTS among medical students in neurosurgery.</div></div><div><h3>Methods</h3><div>A prospective, single-center pilot study was conducted with 27 fourth-year medical students during a compulsory neurosurgery module. Students, in small groups, engaged in a single 90-minute session covering three distinct, neurosurgery-specific TDG scenarios consecutively. Pre- and post-session questionnaires assessed self-perceived knowledge, decision-making confidence, and clinical readiness using 5-point Likert scales. Post-session cognitive load (Paas MERS) and qualitative feedback were also collected. Paired statistical tests compared pre/post scores, and directed content analysis was applied to free-text comments.</div></div><div><h3>Results</h3><div>Significant improvements were observed from pre- to post-session in perceived knowledge (median 3.0 vs 5.0, p &lt; 0.001), decision-making confidence (mean 3.30 vs 4.37, p &lt; 0.001), and readiness (median 3.0 vs 4.0, p &lt; 0.001). Qualitative feedback highlighted TDGs' value in bridging theory and practice, enhancing clinical reasoning, and providing realistic simulation within a safe environment. The mean MERS score was high (7.30 ± 1.14), indicating significant cognitive demand, which was also noted in student comments acknowledging the session's intensity.</div></div><div><h3>Conclusion</h3><div>Single-session, multi-scenario TDGs are a feasible and well-received pedagogical tool for undergraduate neurosurgery education, significantly enhancing students' self-perceived NTS. Despite the high cognitive load associated with this intensive format, TDGs show considerable promise for developing crucial clinical skills early. Further research using objective competence assessments and exploring optimal TDG formats is warranted.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103637"},"PeriodicalIF":2.1,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827052","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 We Integrated A Psychiatrist Into Graduate Medical Education to Support Resident Mental Health","authors":"Ashley Toussaint DO ,&nbsp;Aashka Patel MD ,&nbsp;Nell Maloney Patel MD ,&nbsp;Cheryl Graber MD","doi":"10.1016/j.jsurg.2025.103624","DOIUrl":"10.1016/j.jsurg.2025.103624","url":null,"abstract":"<div><h3>Introduction</h3><div>Burnout and psychological distress are highly prevalent among resident physicians, particularly in high-stress specialties like surgery and emergency medicine. Despite ACGME requirements for mental health support, barriers such as time, stigma, and confidentiality concerns often limit access and utilization.</div></div><div><h3>How We Did It</h3><div>Our institution embedded a licensed psychiatrist into the graduate medical education (GME) framework using a three-pronged model: (1) debriefing sessions after difficult clinical or interpersonal events; (2) structured, confidential group sessions by postgraduate year; and (3) individualized treatment options, available through self-referral or faculty recommendation. Sessions were held during protected time and emphasized confidentiality, flexibility, and proactive engagement.</div></div><div><h3>Outcomes and Reflections</h3><div>The program now supports over 150 residents annually across multiple departments. Residents report increased utilization of mental health services, reduced stigma, and a greater sense of community. Group participation often served as an entry point to individual care, and early exposure during orientation improved comfort and engagement.</div></div><div><h3>Lessons Learned</h3><div>Leadership support, trust-building, and ease of access were critical to success. The model’s flexibility and integration into daily training helped normalize care-seeking behavior.</div></div><div><h3>Conclusion</h3><div>Embedding a licensed psychiatrist into graduate medical education (GME) has proven to be an effective, scalable approach to promoting resident well-being and fostering psychological safety in the training environment.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103624"},"PeriodicalIF":2.1,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780529","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}