Journal of Surgical Education最新文献

{"title":"The Application Value of Three-Dimensional Reconstruction Technology in Liver Surgery Teaching","authors":"Haixiong Zhang,&nbsp;Xianbo Wu,&nbsp;Fa Luo,&nbsp;Jianfeng Huang","doi":"10.1016/j.jsurg.2025.103847","DOIUrl":"10.1016/j.jsurg.2025.103847","url":null,"abstract":"<div><h3>Introduction</h3><div>To explore the application value of three-dimensional (3D) reconstruction technology in liver surgery teaching.</div></div><div><h3>Methods</h3><div>A randomized controlled trial was conducted involving 50 physicians rotating through the Department of Hepatobiliary Surgery at Foshan Fosun Chancheng Hospital between January 2023 and June 2024. Participants were randomly assigned to a traditional teaching group (<em>n</em> = 25) or a 3D teaching group (<em>n</em> = 25). The 3D teaching group utilized 3D reconstruction technology to create dynamic liver models, combined with virtual surgical planning and surgical videos for teaching, while the traditional teaching group used conventional anatomical atlases, physical models, and surgical videos. Both groups received instruction from senior attending physicians, with consistent faculty, syllabi, clinical cases, and total teaching hours. Teaching effectiveness was evaluated through standardized assessments and questionnaires.</div></div><div><h3>Results</h3><div>Standardized assessments revealed significantly higher written test scores, practical operation scores, and total scores in the 3D group compared to the traditional group (p &lt; 0.001). Questionnaire results indicated that the 3D teaching group scored significantly higher in 5 core dimensions, including teaching method satisfaction, learning interest stimulation, knowledge acquisition efficiency, learning motivation, and content mastery (p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>3D reconstruction technology significantly enhances student learning motivation and facilitates a shift in teaching methodology from traditional passive knowledge acquisition towards a novel model of active exploratory learning. This interactive approach holds promise as a core teaching methodology for standardized liver surgery education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103847"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145851959","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":"EQIP 2023-2025: Increased Usability and Sustainability","authors":"Amit R.T. Joshi MD ,&nbsp;Andrew Krumm PhD ,&nbsp;Daniel M. Relles MD ,&nbsp;Kristen Conrad-Schnetz DO ,&nbsp;Kyla Terhune MD, MBA ,&nbsp;Brian George MD ,&nbsp;Jennifer Choi MD ,&nbsp;David T. Harrington MD","doi":"10.1016/j.jsurg.2025.103822","DOIUrl":"10.1016/j.jsurg.2025.103822","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the collaborative efforts that improved the Educational Quality Improvement Program (EQIP) between 2023 and 2025.</div></div><div><h3>Design</h3><div>EQIP was formed by the Association of Program Directors in Surgery (APDS) in 2018 as a continuous educational quality improvement program. After a successful proof-of-concept completed in 2021 to 2022, EQIP’s underlying infrastructure was transitioned to the Society for Improving Medical Professional Learning (SIMPL). A data-ingestion process and reporting platform were iteratively developed over 2 years in collaboration with participating programs. User-centered design strategies were used to develop both data-ingestion and reporting tools.</div></div><div><h3>Setting &amp; Participants</h3><div>Ten surgical training programs provided design ideas and iterative feedback on data upload and reporting processes.</div></div><div><h3>Results</h3><div>EQIP was sustainably strengthened in the 2023 to 2025 academic years. Data from the Accreditation Council of Graduate Medical Education (ACGME), the American Board of Surgery (ABS), and the Electronic Resident Application Service (ERAS) were merged with manually entered data for 36 programs. Feedback from participating programs emphasized the ease of the data upload process. Previously documented challenges with identifying trainees across different transition points (e.g., UME to GME) and between organizations were experienced. Lastly, an additional emphasis around allowing program directors to explore their own data was identified. While a founding premise of EQIP was to generate benchmark data that individual programs could use to set goals, additional data analysis and reporting needs around understanding trainees across multiple data points were identified.</div></div><div><h3>Conclusions</h3><div>The APDS, in partnership with SIMPL, demonstrated that a secure database to support continuous quality improvement in surgical education can be successfully deployed. EQIP will continue to improve and hopes to increase the number of programs who can participate in iterative, collaborative improvement work.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103822"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884519","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":"Training Surgeons’ Visual Scanning Pattern in Laparoscopic Surgery to Enhance Patient Safety","authors":"Bin Zheng MD, PhD ,&nbsp;Yixiong Zheng MD, PhD ,&nbsp;Yao Zhang BSc, MSc ,&nbsp;Yuan Yuan Yao MD, PhD","doi":"10.1016/j.jsurg.2025.103821","DOIUrl":"10.1016/j.jsurg.2025.103821","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>This study aimed to develop a novel approach for teaching visual scanning in surgery by integrating eye-tracking technology into a laparoscopic simulation environment.</div></div><div><h3>DESIGN</h3><div>A prospective controlled study was conducted in a surgical simulation setting.</div></div><div><h3>PARTICIPANTS</h3><div>Fifteen novice participants with no prior laparoscopic experience were recruited.</div></div><div><h3>SETTING</h3><div>Participants performed simulated laparoscopic cholecystectomy across six training sessions. The control group received conventional technical training, while the experimental group also viewed eye-tracking videos from expert surgeons and received targeted instruction on improving environmental awareness. Visual scanning patterns were assessed based on the percentage of eye fixations directed toward the surgical equipment panel and patient vital signs, in addition to the primary surgical monitor. Task completion times were recorded across sessions to evaluate learning curves and compare performance between the two groups.</div></div><div><h3>RESULTS</h3><div>Participants in the experimental group demonstrated significantly higher rates of eye scanning directed toward environmental inputs. Task completion times did not differ significantly between groups.</div></div><div><h3>CONCLUSION</h3><div>Eye-tracking technology proved effective in training visual scanning pattern in image-guided surgery. These findings support early integration of patient safety skills alongside conventional technical training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103821"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770233","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: Video-Based Self-Assessment as a Method of Open Surgical Education for Vascular Surgery Trainees","authors":"Scot Stanulis MD ,&nbsp;Morgan Engmann BS ,&nbsp;Nicole Roberts PhD ,&nbsp;Tian Zhang MD ,&nbsp;William Robinson MD ,&nbsp;Khalil Qato MD","doi":"10.1016/j.jsurg.2025.103824","DOIUrl":"10.1016/j.jsurg.2025.103824","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Video-based assessments have been described for surgical residents, with limited use in open vascular surgery education. Our aims were to evaluate self-assessment ability and whether video-based self-assessment can improve performance of a simulated operation in vascular surgery trainees.</div></div><div><h3>DESIGN</h3><div>Four integrated vascular surgery residents were recorded independently performing a carotid endarterectomy (CEA) on a cadaver during two simulation sessions spaced one month apart. Residents were evaluated by double-blinded faculty and completed self-assessment forms. Resident performance was compared between the two sessions and agreement between self-evaluations and faculty evaluations was analyzed.</div></div><div><h3>RESULTS</h3><div>Junior residents saw improved performance on certain task-specific metrics between sessions and an improvement in their self-assessment abilities. Senior residents performed well initially and did not show improvement between sessions.</div></div><div><h3>CONCLUSIONS</h3><div>This proof-of-concept experience shows that <strong>v</strong>ideo recordings and self-evaluation alongside faculty feedback can be used to improve resident operative performance and self-assessment ability, particularly for trainees with limited exposure to an operation.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103824"},"PeriodicalIF":2.1,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791322","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 Virtual Reality Trauma Training Across Diverse Clinical Backgrounds: A Mixed-Methods Study in Canada And India","authors":"Boaz Laor BS ,&nbsp;Samia Benabess BS ,&nbsp;Shreenik Kundu MBBS, MSc ,&nbsp;Ayla Gerk MD ,&nbsp;Fabio Botelho MD, PhD ,&nbsp;Jean-Robert Kwizera BS ,&nbsp;Arjunaditya Kundu ,&nbsp;Tom Dolby ,&nbsp;Elena Guadagno MLIS ,&nbsp;Dhruva Ghosh MD ,&nbsp;Vishal Micheal MD ,&nbsp;Rohit Theodore MD ,&nbsp;Thejus Varghese MD ,&nbsp;Dan Poenaru MD, PhD","doi":"10.1016/j.jsurg.2025.103794","DOIUrl":"10.1016/j.jsurg.2025.103794","url":null,"abstract":"<div><h3>Objective</h3><div>Virtual reality (VR) simulation is increasingly used in trauma training as it offers an immersive, cost-effective alternative to traditional simulation; however, its impact may differ between low- and high-resource settings due to resource and training disparities. This study aims to assess the technology acceptance, effectiveness, usability, acceptability and confidence gains of a VR-based pediatric trauma training module in India and Canada, correlating demographics and prior experience to learning outcomes and cybersickness.</div></div><div><h3>Design</h3><div>A prospective quasi-experimental study was done. Participants completed assessments using the Technology Acceptance Model (assessing perceived usefulness, ease of use, and intention to adopt VR), System Usability Scale, VR Sickness Questionnaire, and a confidence survey.</div></div><div><h3>Setting</h3><div>Participants attended a virtual reality trauma training course. These courses were held at McGill University’s Steinberg Center for Simulation and Interactive Learning, Canada in May and August 2024 and at the Christian Medical College Ludhiana, India in December 2024.</div></div><div><h3>Participants</h3><div>Sixty participants aged 25-35 years old (paramedics, medical officers, nurses, emergency technicians, and medical students) participated in a VR-based pediatric trauma training simulation module in India (n = 27) and Canada (n = 33).</div></div><div><h3>Results</h3><div>67% of participants had no VR experience and 48% had no previous trauma training. No significant interactions were seen by gender, age, or prior VR use. Novices without trauma training reported higher TAM scores in all categories. The SUS and VRSQ scores did not differ by prior trauma training. Confidence gains before and after simulation were significantly lower in the group with prior trauma training (p &lt; 0.001). While previous VR experience was similar in both Canada and India (33%), formal simulation training was reported by 85% of Canadians, but only by 11.1% of Indians (p ≤ 0.0001). The mean perceived usefulness of the module was also much higher for Indians than for Canadians (82% vs. 65.6%, respectively; p ≤ 0.0011), while the mean ease of use scores were 57.8% and 70.4% (p ≤ 0.0201), respectively. Confidence in trauma management increased by 14.4% in Canada and by 30.6% in India (p ≤ 0.0001). The higher rate of usefulness, ease-of-use, and confidence increase in India suggest VR had a greater impact in that setting.</div></div><div><h3>Conclusion</h3><div>VR is a feasible and accepted tool for pediatric trauma training, with the greatest benefit seen in resource-limited settings and among novices. Minimal cybersickness supports its use as an adjunct to standard methods. VR may help address gaps in trauma education, especially where prior simulation experience is limited.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103794"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145598502","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":"Matching Into Integrated Plastic Surgery Residency: What’s The Price?","authors":"Jenny A Foster BS ,&nbsp;Elaine Lin BS ,&nbsp;Joey Liang BS ,&nbsp;Brett T Phillips MD, MBA","doi":"10.1016/j.jsurg.2025.103775","DOIUrl":"10.1016/j.jsurg.2025.103775","url":null,"abstract":"<div><h3>Objective</h3><div>Integrated plastic surgery residency programs are among the most competitive to match into, characterized by a low match rate and substantial financial burdens on applicants. This study aims to analyze the costs associated with the application process for plastic surgery residency from 2021 to 2024.</div></div><div><h3>Design</h3><div>Data were collected from the Texas Seeking Transparency in Application to Residency (STAR) database. Costs for application fees, interview expenses, and away rotations were assessed. Kruskal-Wallis test and Welch’s t-test, were employed to compare costs across years, with a focus on matched versus unmatched applicants.</div></div><div><h3>Setting</h3><div>Texas STAR database, a national, multi-institutional database.</div></div><div><h3>Participants</h3><div>Graduating medical students from 2021 to 2024.</div></div><div><h3>Results</h3><div>Median interview costs increased from $250 in 2021 to 2023 to $2000 in 2024 (<em>p</em> &lt; 0.001). Median away rotation costs increased over time (<em>p</em> &lt; 0.001), from $750 in 2021 to $5,250 in 2024. Median application fee costs decreased from $1,750 (2021-2023) to $750 in 2024 (<em>p</em> &lt; 0.001). Median total cost increased across years (<em>p</em> &lt; 0.001), increasing from $2250 in 2021 to $10,000 in 2024. The number of applications submitted did not differ by match status. Among students who reported at least one away rotation, there were no significant differences in the number of away rotations between matched and unmatched applicants across all years. Matched applicants spent more on average than unmatched applicants in 2022 (<em>p</em> = 0.018) and 2024 (<em>p</em> = 0.023), with matched applicants spending $10,561.34 compared to $6,790.34 for unmatched applicants in 2024.</div></div><div><h3>Conclusions</h3><div>Although the Plastic Surgery Common Application reduced application fees in 2024, overall financial burdens remain high due to away rotations and interviews. Potential cost reduction strategies for applicants may include only completing the median number of away rotations. Plastic surgery programs should continue to consider subsidization for interviewed applicants to promote an equitable application process.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103775"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558728","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":"Corrigendum to “Understanding the ranking and matching behaviors during the 2023 and 2024 general surgery match cycles: a program signaling approach.” J Surg Educ. 2025;82:103599","authors":"Sheila Pakdaman ,&nbsp;Jennifer LaFemina ,&nbsp;Katie S. Byrd ,&nbsp;Dana M. Dunleavy ,&nbsp;Sara G. Balestrieri ,&nbsp;Daniel P. Jurich ,&nbsp;Aileen J. Dowden ,&nbsp;Donna L. Lamb","doi":"10.1016/j.jsurg.2025.103663","DOIUrl":"10.1016/j.jsurg.2025.103663","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103663"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884684","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 Residents Develop Virtues: A Qualitative Longitudinal Study","authors":"Pleuntje M.B. Verstegen MA, PhD Candidate ,&nbsp;J.J. (Jos) Kole PhD ,&nbsp;A. Stef Groenewoud PhD ,&nbsp;F.J.A. van den Hoogen MD, PhD","doi":"10.1016/j.jsurg.2025.103762","DOIUrl":"10.1016/j.jsurg.2025.103762","url":null,"abstract":"<div><h3>Introduction</h3><div>Medical specialists in training not only develop competences, but also personal qualities. These are known in moral philosophy as virtues. They enable a person to decide and to do the right thing in each situation anew. It is generally assumed in virtue ethical and medical educational literature that people develop virtues and character through experience in practice. Yet, how this process takes place during postgraduate medical education has hardly been investigated. An empirically informed account of this development may support further improvement in medical specialty training.</div></div><div><h3>Method</h3><div>We conducted a qualitative, multicenter, longitudinal study of otolaryngology residents and their educators. Fifteen residents were interviewed twice (semi-structured). In between the interviews, residents were observed during various daily activities. After coding and analysis, a group member check was carried out. Thirteen educators were also interviewed (semi-structured). Using virtue ethics as a broad conceptual framework, thematic analysis was employed to describe residents' development and learning strategies related to virtues.</div></div><div><h3>Results</h3><div>Results were clustered in 4 themes. Residents appear to develop their virtues in phases. In an early phase, they develop mainly cardinal and intellectual virtues. Further along training, professional and moral virtues come to the fore. Residents, often implicitly, change their conception of their professional goals over time. Role models, and context and culture at the workplace appear to influence residents’ virtue formation.</div></div><div><h3>Conclusion</h3><div>Our findings indicate that ENT residents implicitly develop virtues in distinct phases throughout their training, transitioning from cardinal and intellectual virtues to professional and moral one as they progress. Understanding these developmental trajectories and the influential role of role models and workplace culture offers important insights into developing desirable attitudes such as context-sensitive judgement in surgical education. Supporting discussions about personal views and purposes with peers and surgeons could further enhance this development.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103762"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419014","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 Surgeons’ Professional Attitudes Toward End-of-Life Decision Making: A Standardized Simulation-Based Study With Thematic Analysis","authors":"Maria Mahmood ,&nbsp;Muhammad Umair ,&nbsp;Dale Whelehan ,&nbsp;Paul F. Ridgway","doi":"10.1016/j.jsurg.2025.103741","DOIUrl":"10.1016/j.jsurg.2025.103741","url":null,"abstract":"<div><h3>INTRODUCTION</h3><div>Clinical decision-making is a nuanced skill, further complicated in end-of-life situations. Studies show there is little palliative care training regarding EOL decisions in surgery. Surgeons report performing operations that they know will not benefit the patient and have also reported being inclined towards a curative approach. We aimed to explore EOL decision-making as a potential simulatable Entrustable Professional Activity; part of nontechnical skill assessment for prospective examinations, by analyzing in a quantitative manner the ability to recognize conditions where palliative care would be in the best interest of the patient, avoiding inappropriate surgical interventions.</div></div><div><h3>METHODS</h3><div>A standardized survey was designed and distributed among a range of experience of surgical practitioners. Their paired responses to frequently encountered acute surgical scenarios were statistically analyzed and compared among junior and senior surgeons.</div></div><div><h3>RESULTS</h3><div>About 70% respondents completed the survey. Two out of the 3 clinical vignettes found significant differences in decision-making. In terms of identifying a benign pathology as a palliative situation earlier, the consultants performed significantly better than registrars (0.03). Pair wise comparisons showed registrars scoring significantly higher than SHOs (p = 0.03) in a scenario with acute abdominal pathology on a background locally advanced malignancy. The opinion about training in this regard was split between moderately adequate (39%) and somewhat inadequate (39%), with 22% reporting it was neither adequate nor inadequate.</div></div><div><h3>CONCLUSION</h3><div>Assessing high end decision-making skills is achievable with meticulously structured bespoke clinical scenarios. A simulated construct determines the differences between EOL management among registrars versus consultants. Findings from the detailed study lay the foundation for development of a summative assessment tool for EOL decision-making in surgeons; a task that has not been acknowledged as an EPA.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103741"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145327335","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)00421-0","DOIUrl":"10.1016/S1931-7204(25)00421-0","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103840"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736494","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}