Journal of Surgical Education最新文献

{"title":"The Impact of Near-Peer Teaching Methods in Undergraduate and Postgraduate Surgical Education Using the Kirkpatrick Evaluation Model: A Systematic Review","authors":"Fitzgerald Chukwuemeka Anazor MBBS, MRCS, MWACS, PgCert (LTHE), MMEdEd, MAcadMEd ,&nbsp;Marco Grech MD, MRCGP, FRCP, MSc, MMEd","doi":"10.1016/j.jsurg.2025.103618","DOIUrl":"10.1016/j.jsurg.2025.103618","url":null,"abstract":"<div><h3>OBJECTIVES</h3><div>The aim of this study was to use the Kirkpatrick evaluation model (levels 1-4) to analyze the impacts of NPT programmes on learners and tutors within surgical education.</div></div><div><h3>METHODS</h3><div>This study was registered prospectively on the international platform of registered systematic reviews and meta-analysis protocols (INPLASY)- INPLASY202450037. The study was conducted following the PRISMA guidelines. A search of PubMed, Medline, Embase, PsycINFO and CINAHL was performed from inception till March 30, 2024. Quality appraisal of the included studies was performed using the mixed methods appraisal tool (MMAT).</div></div><div><h3>RESULTS</h3><div>22 studies were included in the final analysis. The results showed that NPT was better or at least comparable to senior faculty-led teaching for improved satisfaction ratings for most clinical and nonclinical parameters; improved learners’ knowledge and basic surgical skills; and improved clinical practice for leading ward rounds (Kirkpatrick model, levels 1-3). NPT did not improve learners’ interest in pursuing a surgical career. No evidence was reported for the impact of NPT on healthcare/educational organizations (Kirkpatrick model, level 4). For tutors, there was evidence that showed that NPT had positive impacts on their basic surgical, mentoring and teaching skills. Quality appraisal showed that the included studies had high to moderate quality.</div></div><div><h3>CONCLUSION</h3><div>This study has shown that there is high to moderate quality evidence for the impact of NPT in undergraduate and postgraduate surgical education for levels 1 and 2 of the Kirkpatrick models, with some evidence for its impact on learners at level 3 of the Kirkpatrick model within postgraduate surgical education. Future research should be focused on the impact of NPT on real-life behavioral changes and on organizations (levels 3 and 4 of the Kirkpatrick models, respectively) within a surgical educational context.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103618"},"PeriodicalIF":2.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771518","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":"Application of Emotional Intelligence in Surgical Education: A Scoping Review","authors":"Arshad Ali MBBS, MPH ,&nbsp;Noman Shah MBBS ,&nbsp;Ahsan Sethi BDS, MPH, MMEd, PhD ,&nbsp;Karen Gordes PhD, PT, DScPT ,&nbsp;Violet Kulo EdD, PhD","doi":"10.1016/j.jsurg.2025.103627","DOIUrl":"10.1016/j.jsurg.2025.103627","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;BACKGROUND&lt;/h3&gt;&lt;div&gt;Emotional Intelligence (EI) encompasses the ability to perceive, understand, and manage emotions and is increasingly recognized as a vital nontechnical (soft) skill within surgical education. Its relevance extends to stress management, leadership, and communication, essential traits in high-stakes surgical environments. Despite its theoretical importance, EI has yet to be adequately embedded into structured surgical training curricula. This scoping review aims to summarize key findings, examine the tools used, identify gaps in the literature, and highlight future research opportunities in the application of EI in surgical education.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;METHODS&lt;/h3&gt;&lt;div&gt;A scoping review was conducted using the Joanna Briggs Institute framework and PRISMA-ScR guidelines. Five databases—MEDLINE, Embase, Scopus, PsycINFO, and Web of Science—were systematically searched for studies published between 1990 and 2024. Eligible studies focused on EI in surgical trainees (residents, interns, fellows, and medical students in surgical contexts), specifically excluding practicing surgeons, to emphasize the educational aspect of EI. Data extraction included study design, EI measurement tools, outcome measures, and academic application. The methodological quality of the selected studies was assessed using the Medical Education Research Study Quality Instrument.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;RESULTS&lt;/h3&gt;&lt;div&gt;Out of 4336 records, 25 studies were included, with 22 involving surgical trainees and 3 focusing on medical students in surgical contexts. Most studies were cross-sectional (&lt;em&gt;n&lt;/em&gt; = 14), followed by longitudinal (&lt;em&gt;n&lt;/em&gt; = 4), quasi-experimental (&lt;em&gt;n&lt;/em&gt; = 4), and one each using descriptive, correlational, and mixed-methods designs. The most used EI assessment was the Trait Emotional Intelligence Questionnaire-TEIQue (&lt;em&gt;n&lt;/em&gt; = 15), followed by the Mayer-Salovey-Caruso Emotional Intelligence Test-MSCEIT (&lt;em&gt;n&lt;/em&gt; = 4), Emotional Quotient Inventory-EQ-i (&lt;em&gt;n&lt;/em&gt; = 3), and other tools (&lt;em&gt;n&lt;/em&gt; = 3). EI was linked to reduced burnout, greater stress resilience, and improved communication (&lt;em&gt;n&lt;/em&gt; = 18), while 7 studies found minimal association. Few studies explored patient outcomes (&lt;em&gt;n&lt;/em&gt; = 2), cultural (&lt;em&gt;n&lt;/em&gt; = 1), or interprofessional (&lt;em&gt;n&lt;/em&gt; = 1) aspects. Simulation-based training (&lt;em&gt;n&lt;/em&gt; = 1) and reflective exercises (&lt;em&gt;n&lt;/em&gt; = 1) showed promise for EI development.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;CONCLUSIONS&lt;/h3&gt;&lt;div&gt;EI enhances the well-being, communication proficiency, and leadership capacity of surgical trainees. However, its integration is hindered by methodological inconsistencies and contextual heterogeneity within surgical education. Key gaps include the lack of standardized assessment tools, limited longitudinal research, and insufficient alignment with competency-based frameworks. Advancing EI application requires the adoption of innovative, evidence-informed pedagogical approaches to cultivate e","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103627"},"PeriodicalIF":2.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780530","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":"AI Teaches Surgical Diagnostic Reasoning to Medical Students: Evidence from an Experiment Using a Fully Automated, Low-Cost Feedback System","authors":"Yavuz Selim Kıyak ,&nbsp;Emre Emekli ,&nbsp;Tuğba İş Kara ,&nbsp;Özlem Coşkun ,&nbsp;Işıl İrem Budakoğlu","doi":"10.1016/j.jsurg.2025.103639","DOIUrl":"10.1016/j.jsurg.2025.103639","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>While AI-generated feedback has shown promise in medical education, prior studies have only used AI for feedback, with question design handled by human experts, and the process required human involvement. This study aimed to evaluate the effectiveness of a fully automated AI-based system that generates both multiple-choice questions (MCQs) and personalized feedback, without any human input, on improving diagnostic reasoning in preclinical medical students.</div></div><div><h3>DESIGN</h3><div>A prospective, parallel-group, interventional study. The intervention group (Year-1 students) received AI-generated MCQs and feedback over 5 days using a web platform, coded via “vibe coding,” with spaced repetition. The diagnoses covered included 5 abdominal pain conditions: acute appendicitis, acute cholecystitis, acute pancreatitis, acute gastroenteritis, and nephrolithiasis. Diagnostic performance was assessed via an Objective Structured Video Examination (OSVE), immediately and 2 weeks postintervention. The control group (Year-2 students) completed the OSVE once.</div></div><div><h3>SETTING</h3><div>Gazi University Faculty of Medicine, Ankara, Turkiye; institutional academic setting focused on undergraduate medical education.</div></div><div><h3>PARTICIPANTS</h3><div>Thirty-eight Year-1 medical students completed the intervention. Thirty-three Year-2 students served as a non-randomized control group. All intervention participants completed the immediate assessment; 30 completed the delayed assessment.</div></div><div><h3>RESULTS</h3><div>Intervention participants outperformed the control group in diagnosing the 5 abdominal pain conditions immediately after the intervention (p &lt; 0.001) and at the 2-week follow-up (p &lt; 0.001). Postintervention expert review confirmed the accuracy of all AI-generated questions and identified minimal issues in 0.6% of feedback statements. Total AI cost was $0.51.</div></div><div><h3>CONCLUSIONS</h3><div>A fully automated, low-cost AI system without human in the loop during content generation can significantly enhance illness scripts in preclinical medical students. Early engagement with such tools may help students strengthen surgical diagnostic skills and derive greater benefit from clinical environments. This kind of tools may transform how clinical reasoning is taught in resource-limited or high-volume educational settings.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 10","pages":"Article 103639"},"PeriodicalIF":2.1,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780531","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)00248-X","DOIUrl":"10.1016/S1931-7204(25)00248-X","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103667"},"PeriodicalIF":2.1,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766647","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":"Recurrence Checkpoint Knowledge and Skills Methodology for Continuous Development in Neurosurgical Residency","authors":"Baglan Mustafayev MD, PhD ,&nbsp;Alina Mustafayeva MD, PhD ,&nbsp;Askar Bakhtiyarov MD, PhD ,&nbsp;Kuanysh Nikatov MD","doi":"10.1016/j.jsurg.2025.103633","DOIUrl":"10.1016/j.jsurg.2025.103633","url":null,"abstract":"<div><h3>BACKGROUND</h3><div>Competency-based neurosurgical training requires effective systems for longitudinal skill development and assessment.</div></div><div><h3>PURPOSE</h3><div>To describe and evaluate a novel educational model—Recurrence Checkpoint: Knowledge and Skills(RCKaS)—for structured reinforcement of resident competencies.</div></div><div><h3>METHODS</h3><div>The model was implemented in a 4-year residency program with quarterly checkpoints. Each checkpoint included cognitive tasks, technical simulations, and case-based evaluations, followed by faculty feedback.</div></div><div><h3>RESULTS</h3><div>The model facilitated early identification of skill gaps, enhanced resident confidence, and improved feedback quality. Faculty reported improved mentoring engagement and assessment clarity. The study employed a dual comparison strategy: (1) a within-subject analysis of entrustment progression across 3 structured checkpoints in the same cohort (<em>n</em> = 36); and (2) an exploratory comparison with a retrospective group of residents trained prior to RCKaS implementation (<em>n</em> = 14). RCKaS-trained residents demonstrated higher scores in clinical reasoning, procedural skills, and diagnostic accuracy.</div></div><div><h3>CONCLUSION</h3><div>Recurrence checkpoint offers a feasible and impactful tool for aligning training with core neurosurgical competencies. It supports personalized learning and prepares residents for progressive responsibility. This approach promotes sustained growth in clinical competence and may serve as a scalable model for other surgical training programs.</div></div><div><h3>Design</h3><div>Prospective educational study with two-level comparisons (within-group and retrospective cohort).</div></div><div><h3>Setting</h3><div>Neurosurgical residency program at the National Center for Neurosurgery, Astana, Kazakhstan.</div></div><div><h3>Participants</h3><div>Thirty-six residents (PGY1-PGY4) enrolled between 2022 and 2024 and a retrospective cohort of fourteen residents enrolled between 2019 and 2021.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103633"},"PeriodicalIF":2.1,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748755","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 Randomized Controlled Trial of a Deep Language Learning Model-Based Simulation Tool for Undergraduate Medical Students in Surgery","authors":"Cathleen A. McCarrick,&nbsp;Philip D. McEntee,&nbsp;Patrick A. Boland,&nbsp;Suzanne Donnelly,&nbsp;Yvonne O’Meara,&nbsp;Helen Heneghan,&nbsp;Ronan A. Cahill","doi":"10.1016/j.jsurg.2025.103629","DOIUrl":"10.1016/j.jsurg.2025.103629","url":null,"abstract":"<div><h3>Introduction</h3><div>Effective communication is a critical skill for surgeons that commences often with history-taking. While simulation-based training is utilized to enhance these skills, recent advancements in artificial intelligence (AI), especially deep language learning models (DLM), offer new opportunities. This study evaluates the integration of DLM as a simulated patient (SP) into surgical history-taking training for senior medical students during clinical rotations.</div></div><div><h3>Methods</h3><div>A randomized controlled trial was conducted with surgery module students. Participants were divided into control and intervention groups, the former receiving standard experiential learning and the latter adding 3 structured sessions with DLM (ChatGPT, Open AI) as SP (with interaction texts submitted for tutor evaluation). All students underwent Objective Structured Clinical Examination (OSCE) of history-taking with a human SP and blinded assessor blinded by group for baseline competency ascertainment and again after either intervention or a similar time of standard learning. Intervention group students were anonymously surveyed to assess communication confidence and perspectives on DLM as SP.</div></div><div><h3>Results</h3><div>After initial pilot trialing, ninety students participated formally with 45 assigned to each arm via randomized cluster sampling. DLM-content was uniformly appropriate. Baseline scores were similar but significantly increased in the intervention group alone (p &lt; 0.001, 0.37v0.19 Cohen D education effect size). 62% of students completed the survey, a majority (57%) articulating increased confidence, rich detail in DLM histories (72%) and would use again (95%).</div></div><div><h3>Conclusions</h3><div>DLM effectively enhanced surgical history-taking skills. These findings indicate AI can serve as a valuable tool for student development alongside clinical learning.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103629"},"PeriodicalIF":2.1,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721030","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":"Publication Trends of Integrated Plastic Surgery Residency Applicants Without Numeric Step 1 Scores","authors":"Forrest Bohler BS ,&nbsp;James R. Burmeister BS ,&nbsp;Ethan Dimock BS ,&nbsp;Ava Harvey BS ,&nbsp;Zachary A. Koenig MD ,&nbsp;Kongkrit Chaiyasate MD, FACS ,&nbsp;Cameron J. Davidson PhD","doi":"10.1016/j.jsurg.2025.103598","DOIUrl":"10.1016/j.jsurg.2025.103598","url":null,"abstract":"<div><h3>Introduction</h3><div>Little is known regarding the impact of the Step 1 score shift on the importance of publications for applicants to integrated plastic surgery residencies. The Class of 2024 represents the first cohort of integrated plastic surgery residents to match without a numeric Step 1 score.</div></div><div><h3>Methods</h3><div>A bibliometric analysis of 555 integrated plastic surgery residents from the 3 most recent graduating medical school cohorts was conducted in September 2024. Data included publication count, authorship status, article type, and journal quality indicators.</div></div><div><h3>Results</h3><div>The average number of publications for all residents analyzed was 7.33 and remained relatively consistent between classes. The percentage of applicants matching without any publications declined within each subsequent class, from 16.9% (PGY-3) to 15.2% (PGY-2) and 9.3% (PGY-1). Similarly, matched applicants without a first-author publication decreased from 37.1% and 38% in the PGY-3 and PGY-2 classes to 29.5% in the PGY-1 class. Furthermore, the proportion of applicants matching without a publication in a plastic surgery journal dropped steadily by ∼8% annually. Matched international medical graduates were responsible for a disproportionately greater number of publications than U.S. graduates. Residents at Top-20 programs exhibited 50% more publications than nontop 20 programs. The average 2-year impact factor among all publications was 3.6 and remained relatively consistent between classes. Among publications in plastic surgery journals, <em>Plastic and Reconstructive Surgery</em> was the most common. Clinical research articles were the most common article type analyzed.</div></div><div><h3>Conclusions</h3><div>The Step 1 pass/fail transition hasn’t significantly changed total publication output but has emphasized first-author, plastic surgery-specific publications, and having at least 1 publication. Residency directors may increasingly be utilizing these metrics as soft criteria for selection.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103598"},"PeriodicalIF":2.6,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704348","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 Impact of Resident Participation in Emergency General Surgery in the Older Adult Population","authors":"Yasmin Arda MD,&nbsp;May Abiad MD,&nbsp;Wardah Rafaqat MBBS,&nbsp;Emanuele Lagazzi MD,&nbsp;Jefferson P. Zamudio MD,&nbsp;Dias Argandykov MD,&nbsp;George C. Velmahos MD, PhD,&nbsp;Michael P. DeWane MD,&nbsp;Charudutt N. Paranjape MBBS,&nbsp;John O. Hwabejire MD, MPH","doi":"10.1016/j.jsurg.2025.103626","DOIUrl":"10.1016/j.jsurg.2025.103626","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Although data concerning resident involvement in emergency general surgery (EGS) procedures is abundant, its impact on outcomes in the vulnerable older adult population has not been explored. This study aimed to assess the impact of resident involvement on postoperative outcomes in older adult patients undergoing EGS.</div></div><div><h3>DESIGN</h3><div>Propensity-score matched cohort study.</div></div><div><h3>SETTING</h3><div>The 2007–2012 American College of Surgeons National Surgical Quality Improvement Program (ACS-NSQIP) database.</div></div><div><h3>PARTICIPANTS</h3><div>Patients aged ≥65 years who underwent one of eight EGS procedures were included. Patients were stratified based on resident participation (RES vs. NO-RES). After propensity-score matching, each group included 2,796 patients with comparable baseline characteristics.</div></div><div><h3>RESULTS</h3><div>Among 24,452 patients identified, 14,381 (58.8%) underwent procedures with resident involvement. Patients in the RES group were more likely to be Black (11.3% vs. 6.1%) and have pre-existing comorbidities, such as ventilator dependence (7.7% vs. 4.0%), and were less likely to be admitted from home (84.3% vs. 88.4%) (all p&lt;0.001). After matching, 30-day mortality was not different between the two groups. However, patients in the RES group demonstrated higher 30-day morbidity (38.8% vs. 36.0%, p = 0.031), likely driven by a greater incidence of superficial surgical site infection (5.6% vs. 3.9%, p = 0.003) and unplanned reoperation (11.0% vs. 7.4%, p&lt;0.001). Operative time was significantly longer in the RES group (p&lt;0.001).</div></div><div><h3>CONCLUSIONS</h3><div>Participation of residents in EGS procedures is associated with increased operative time, rate of surgical site infection, and unplanned reoperation. However, resident involvement had no effect on patient mortality. Efforts to improve surgical education while not compromising patient safety are needed.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103626"},"PeriodicalIF":2.6,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704347","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":"Time to Teach: Threading the Education Needle in the High-Stakes Cardiac Surgery Operating Room","authors":"Megan L. Schultz MD ,&nbsp;Gurjit Sandhu PhD ,&nbsp;Aaron M. Williams MD ,&nbsp;G. Michael Deeb MD ,&nbsp;Gorav Ailawadi MBA, MD","doi":"10.1016/j.jsurg.2025.103623","DOIUrl":"10.1016/j.jsurg.2025.103623","url":null,"abstract":"<div><div>Time and efficiency are critical in cardiac surgery, presenting unique challenges for operative teaching. We explore how integrating psychological safety and operative entrustment can enhance surgical education without compromising patient care. Using the OpTrust framework, we illustrate how faculty and trainees can build trust, promote autonomy, and optimize learning. In high-stakes surgical environments, deliberate educational strategies can support excellence in training and excellence in the future cardiac surgery workforce.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103623"},"PeriodicalIF":2.6,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703876","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":"Short and Long-Term Outcomes From a Large Single Institution’s Experience With Preliminary Surgical Residents","authors":"Melissa Camp MD, MPH ,&nbsp;Eftihia (Effie) Fafaleos ,&nbsp;Pamela A. Lipsett MD, MHPE, MCCM","doi":"10.1016/j.jsurg.2025.103615","DOIUrl":"10.1016/j.jsurg.2025.103615","url":null,"abstract":"<div><h3>Objective</h3><div>To identify short and long-term outcomes of consecutive preliminary surgical residents over an 18-year selection period.</div></div><div><h3>Design</h3><div>This is a prospectively collected, retrospectively analyzed database and current publicly available outcomes of consecutively matched preliminary surgical residents. Outcomes of interest include training in ACGME sponsored programs and long-term professional practice outcomes, considering status of medical education and country of origin.</div></div><div><h3>Setting</h3><div>Private non-profit research academic general surgery residency program in the United States.</div></div><div><h3>Participants</h3><div>178 consecutive preliminary surgical residents between 2006 and 2025 were considered with respect to training outcomes, country of origin, fellowship selection, and academic positions.</div></div><div><h3>Results</h3><div>Of the 178 residents, 32 (18%) were from the US, and 146 (82%) were International Medical Graduates (IMGs). 27/32 (84%) of US graduates completed or are in categorical US training programs. Similarly, 128/146 (88%) of IMGs completed/are in categorical programs. 10 IMGs continued training outside of the US. 106 total residents trained in general surgery (10/96), 10 US, 96 IMG) with an additional 20 (6/14) training in surgical specialties. 30 additional residents (14/16) trained in radiology (diagnostic or interventional), anesthesiology, or emergency medicine. 78 IMGs completed fellowship training in general surgery subspecialties, with the most common specialties including colorectal surgery, plastic surgery, surgical oncology, and vascular surgery. IMG residents were selected from around the world (41 countries), with the highest numbers from Asia (54), Europe (53), and North America (41). Only 3 residents, however, have returned to their country of origin.</div></div><div><h3>Conclusions</h3><div>Surgical programs can select applicants and offer preliminary surgical training to IMGs from around the world with successful placement into categorical programs if they select, counsel and support both US graduates and IMGs. IMGs, however, seem unlikely to return to the countries of origin following training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103615"},"PeriodicalIF":2.6,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703875","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}