Journal of Surgical Education最新文献

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Competency-Based Training for Orthopedic Surgery: An Evaluation of the Australian Orthopedic Association Training Program 2017-2021 基于能力的骨科手术培训:对2017-2021年澳大利亚骨科协会培训计划的评估
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-24 DOI: 10.1016/j.jsurg.2025.103550
Bryan Ashman FRACS , Adrian Cosenza MBA , Jason Frank MD , Ian Incoll FRACS , Chris Kondogiannis FRACS , Markku Nousiainen MD , Linda Snell MD , James Tomlinson FRCS , Sindy Vrancic FRACS
{"title":"Competency-Based Training for Orthopedic Surgery: An Evaluation of the Australian Orthopedic Association Training Program 2017-2021","authors":"Bryan Ashman FRACS ,&nbsp;Adrian Cosenza MBA ,&nbsp;Jason Frank MD ,&nbsp;Ian Incoll FRACS ,&nbsp;Chris Kondogiannis FRACS ,&nbsp;Markku Nousiainen MD ,&nbsp;Linda Snell MD ,&nbsp;James Tomlinson FRCS ,&nbsp;Sindy Vrancic FRACS","doi":"10.1016/j.jsurg.2025.103550","DOIUrl":"10.1016/j.jsurg.2025.103550","url":null,"abstract":"<div><h3>Background</h3><div>Surgical training systems worldwide are undertaking reforms to incorporate competency-based education. There is little published evidence on how competency-based surgical training curricula can be effectively implemented and evaluated.</div></div><div><h3>Summary of Work</h3><div>We describe an evaluation of the impact of the re-design of the Australian Orthopedic Association national surgical training program, which transitioned from a time-based apprenticeship model to a competency-based model in 2017. We used a mixed-methods research approach with a combination of quantitative analysis of in-training portfolio data and qualitative thematic analysis of survey responses and focus group transcripts.</div></div><div><h3>Results</h3><div>Survey responses from trainees, recent graduates and training faculty revealed alignment in most areas but divergent opinions in some. Detailed discussion of these discrepancies with the focus groups enabled better understanding of the impact of the re-designed program on them and other interested parties. A national core curriculum, programmatic assessment with workplace-based tools, a formal teaching syllabus and appropriate supervision were identified as strengths of the new program. Variability in the delivery of several aspects of the curriculum and use of assessment tools were noted as ongoing challenges.</div></div><div><h3>Discussion</h3><div>Trainee exposure to teaching and learning of professional skills was variable, as was clinical experience in all orthopaedic pathology domains. Assessment of competence in clinical and professional skills was perceived to be onerous for both trainees and trainers. A better supported faculty development process and enhanced engagement with all participants was recommended to improve buy-in to the educational aims of the program and improve assessment.</div></div><div><h3>Conclusion</h3><div>The program evaluation panel concluded that many of the original aims of the re-design process were implemented successfully but several challenges emerged, echoing common issues encountered globally in organizational change projects in healthcare and the implementation of competency-based training.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103550"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123612","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}
引用次数: 0
Characteristics of Surgical Coaching Interventions: A Systematic Review 外科指导干预的特点:系统回顾
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-24 DOI: 10.1016/j.jsurg.2025.103543
Benjamin Julien , Douglas Greer , Nicholas Bull , Boris Zevin PhD , Christine O’Neill , Conor Gilligan PhD
{"title":"Characteristics of Surgical Coaching Interventions: A Systematic Review","authors":"Benjamin Julien ,&nbsp;Douglas Greer ,&nbsp;Nicholas Bull ,&nbsp;Boris Zevin PhD ,&nbsp;Christine O’Neill ,&nbsp;Conor Gilligan PhD","doi":"10.1016/j.jsurg.2025.103543","DOIUrl":"10.1016/j.jsurg.2025.103543","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Coaching is increasingly utilized as an educational intervention for performance improvement in surgeons and surgical trainees. Surgical coaching has been utilized across a broad range of specialties, experience levels and outcomes with generally positive results. Coaching interventions are often developed by individual institutions for their own context which has resulted in a heterogenous group of interventions. This review aims to investigate surgical coaching interventions to identify common characteristics that comprise an effective coaching intervention.</div></div><div><h3>METHODS</h3><div>A systematic review was conducted to identify studies investigating surgical coaching interventions up to July 2024. Studies were limited to English language peer-reviewed studies that adequately described the characteristics and outcomes of the surgical coaching intervention. Data on the primary and secondary outcomes, study objective and participants’ demographics were also recorded.</div></div><div><h3>RESULTS</h3><div>The search across 4 electronic databases generated 9538 citations. Following screening and review of full text articles 28 studies were included in the review. Surgical coaching interventions were carried out in 8 separate countries with the majority (22/28) in North America. Studies involved between 3 and 107 participants. Coaching interventions were markedly heterogenous, and specific details of the methods used were inconsistently documented. Study length ranged from 1 (9/28) to 14 (1/28) sessions and duration from less than 15 minutes (1/29) to greater than 3 hours (3/28). The most common themes were goal setting (10/28), feedback (7/28) and reflection (7/28). Outcomes were generally positive with 47 of 55 identified outcomes demonstrating benefit from surgical coaching. There were 3 key domains and 13 sub-domains that comprised the majority of coaching interventions.</div></div><div><h3>CONCLUSIONS</h3><div>Surgical coaching has been shown to be a promising intervention that requires more rigorous research to develop the field. We have identified 3 key domains which can be utilized to analyses and develop coaching interventions in the future.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103543"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144131248","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}
引用次数: 0
Incorporating Intraoperative Assessments of surgical Trainees Performing Open Surgery Into Summative Trainee Evaluations: A Scoping Review 将进行开放手术的外科培训生术中评估纳入总结性培训生评估:范围综述
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-24 DOI: 10.1016/j.jsurg.2025.103546
Michelle J. Clarke MD, PhD , Sarah Lund MD , Bobbie Ann Adair White EdD , Danielle Gerberi MLIS , Roger A. Edwards ScD
{"title":"Incorporating Intraoperative Assessments of surgical Trainees Performing Open Surgery Into Summative Trainee Evaluations: A Scoping Review","authors":"Michelle J. Clarke MD, PhD ,&nbsp;Sarah Lund MD ,&nbsp;Bobbie Ann Adair White EdD ,&nbsp;Danielle Gerberi MLIS ,&nbsp;Roger A. Edwards ScD","doi":"10.1016/j.jsurg.2025.103546","DOIUrl":"10.1016/j.jsurg.2025.103546","url":null,"abstract":"<div><h3>Objective</h3><div>Real-world assessment of trainee surgical competence and autonomy must occur in the operative environment. It is unclear if or how workplace-based operative skills assessments are systematically incorporated into summative evaluations. In this study, intraoperative surgical skills assessment tools were reviewed for actual or proposed incorporation into summative evaluations.</div></div><div><h3>Design</h3><div>A scoping review was conducted. The Cochrane Central Registrar of Clinical Trials, Embase, Medline, and Web of Science were searched for articles published from January 2012 to December 2021. Articles describing an educational assessment paradigm of a post-graduate surgical trainee performing an open surgical procedure were selected. Using the PRISMA Extension Guidelines for Scoping Reviews, two independent reviewers completed data extraction including literature quality, assessment paradigm, assessment quality, incorporation into summative evaluations, and facilitators and barriers to implementation. Finally, a narrative synthesis of extracted data was completed.</div></div><div><h3>Results</h3><div>Twenty-two articles met inclusion criteria describing 11 different surgical assessments. All were cohort studies, of which 21 involved the evaluation of an assessment tool and one involved participant perceptions of the assessment tool. All studies discussed the possible use of their assessment to track progress over time, but no study explicitly outlined the incorporation of the tool into a summative review. Four types of assessments automatically integrated results, which reportedly were utilized at Clinical Competency Committee (CCC) meetings. Facilitators and barriers of surgical assessment integration into summative assessments was not described.</div></div><div><h3>Conclusions</h3><div>While proponents of formative intra-operative assessment have claimed that their potential use in supporting summative evaluation and tracking learning trajectories are major benefits, a systematic method of integrating workplace surgical assessments into summative resident evaluation has not been described or uniformly implemented.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103546"},"PeriodicalIF":2.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123609","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}
引用次数: 0
Biosensors, Biometrics and Capabilities in Practice (CiP): A WHOOP 4.0 Perspective 生物传感器,生物识别技术和实践能力(CiP): WHOOP 4.0的观点
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-22 DOI: 10.1016/j.jsurg.2025.103549
E. Barlow , D. Robinson , O. James , O. Luton , C. Eley , C. Bowman , M. Kearns , A.G.M.T. Powell , D. Hanratty , J.D. Barry , R.J. Egan , W.G. Lewis
{"title":"Biosensors, Biometrics and Capabilities in Practice (CiP): A WHOOP 4.0 Perspective","authors":"E. Barlow ,&nbsp;D. Robinson ,&nbsp;O. James ,&nbsp;O. Luton ,&nbsp;C. Eley ,&nbsp;C. Bowman ,&nbsp;M. Kearns ,&nbsp;A.G.M.T. Powell ,&nbsp;D. Hanratty ,&nbsp;J.D. Barry ,&nbsp;R.J. Egan ,&nbsp;W.G. Lewis","doi":"10.1016/j.jsurg.2025.103549","DOIUrl":"10.1016/j.jsurg.2025.103549","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to measure physiological stress response related to Capabilities in Practice (CiPs) using wearable technology.</div></div><div><h3>Design</h3><div>Surgical residents wore WHOOP4.0 sensors for 6-weeks with CiP event diaries and Abbreviated Maslach Burnout Inventory (AMBI) scores recorded.</div></div><div><h3>Setting</h3><div>A surgical training program serving a single UK (Wales) deanery.</div></div><div><h3>Participants</h3><div>23 Surgical residents participated (13 male, median age 30 [26-35] year).</div></div><div><h3>Results</h3><div>Median Heart Rate Variability (HRV) varied by resident grade (Core Surgical Training (CST) resident 58 vs. Higher Surgical Training (HST) resident 48 ms, p &lt; 0.001) and duty shift (HRV: Off Duty 51 milliseconds (ms), Normal Working Day (NWD) 48, On Call Day (OCD) 45, p = 0.009) and CiP (Inpatient work 48, Elective Operating 47, Emergency Operating 44, Emergency Day Shift 46, Emergency Night Shift 63 ms, p = 0.017). Emergency shifts were associated with adverse sleep profiles with median sleep performance varying from 74.0% (Night Shift) to 98.0% (Off Duty, p &lt; 0.001). On average, residents had 13.4% and 27.2% less sleep related to OCDs or Night Shifts respectively (p &lt; 0.001), and 20.2% less sleep related to Emergency Night Shifts when compared with Elective Day time CiPs (p &lt; 0.001). HRV was related to sleep efficiency (rho 0.38, p &lt; 0.001) and REM sleep (rho 0.211, p &lt; 0.001). AMBI score &gt;3 (consistent with burnout) was found in 71.4% CST vs. 30.1% HST (p &lt; 0.001) and 49.1% males vs. 60.9% females (p &lt; 0.001) and was inversely related to HRV and sleep efficiency (p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>Stress response varied by 20% (shift profile) and 30% (CiP) highlighting daily clinician physical demand. Adverse sleep profiles were seen related to emergency work, in particular night shifts, impacting sleep quantity and quality.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103549"},"PeriodicalIF":2.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115115","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}
引用次数: 0
Caring for Future Patients: Education as an Ethical Obligation 照顾未来的病人:教育是一种道德义务
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-22 DOI: 10.1016/j.jsurg.2025.103541
Jonathan D. D'Angelo PhD, MAEd , Sarah Lund MD, MHPE , Anne-Lise D. D’Angelo MD, MSEd
{"title":"Caring for Future Patients: Education as an Ethical Obligation","authors":"Jonathan D. D'Angelo PhD, MAEd ,&nbsp;Sarah Lund MD, MHPE ,&nbsp;Anne-Lise D. D’Angelo MD, MSEd","doi":"10.1016/j.jsurg.2025.103541","DOIUrl":"10.1016/j.jsurg.2025.103541","url":null,"abstract":"<div><div>Academic surgeons face an often overwhelming load of daily responsibilities. Frequently, the teaching and assessing of residents can receive little attention given the press of clinical and administrative duties. While an array of incentives have been developed to increase faculty compliance in education, we argue that there is one fundamental fact concerning the education of a trainee that is often overlooked: education is an ethical obligation. Offering accurate, critical, and helpful feedback to trainees fulfills an ethical obligation surgeons have towards future patients.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103541"},"PeriodicalIF":2.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115116","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}
引用次数: 0
Usability of a Novel 3D Printed Open Inguinal Hernia Repair Simulator 一种新型3D打印开放式腹股沟疝修复模拟器的可用性
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-22 DOI: 10.1016/j.jsurg.2025.103545
Kelsey Ogomori BA , Riley Brian MD, MAEd , Scott Drapeau MA , Patricia O’Sullivan EdD, MS , Matthew Lin MD
{"title":"Usability of a Novel 3D Printed Open Inguinal Hernia Repair Simulator","authors":"Kelsey Ogomori BA ,&nbsp;Riley Brian MD, MAEd ,&nbsp;Scott Drapeau MA ,&nbsp;Patricia O’Sullivan EdD, MS ,&nbsp;Matthew Lin MD","doi":"10.1016/j.jsurg.2025.103545","DOIUrl":"10.1016/j.jsurg.2025.103545","url":null,"abstract":"<div><h3>Objective</h3><div>To determine the utility of a novel 3D printed open inguinal hernia repair (IHR) simulator compared to our institution’s porcine tissue training model.</div></div><div><h3>Design</h3><div>We iteratively developed a novel 3D printed inguinal hernia model and then designed a convergent mixed methods study to compare the model with a porcine model. Participants completed a rating form post use of the models and were subsequently interviewed.</div></div><div><h3>Setting</h3><div>We conducted this study at the surgical skills center of a single large urban academic medical center.</div></div><div><h3>Participants</h3><div>Individuals were eligible if they were a senior general surgery resident, defined as postgraduate year (PGY) 3 or higher, or attending surgeon with expertise in open inguinal hernia repair or surgical education. Participants were 6 residents and 7 general surgery faculty; all completed the rating form, and 12 were interviewed.</div></div><div><h3>Results</h3><div>The 3D printed simulator demonstrated medium (&gt;0.5) to large effect sizes (&gt;0.8) on 10 of 12 evaluative criteria when compared to the porcine model, with the greatest effect seen in pelvic anatomy and the lowest in mechanical properties and operating in small spaces. We identified 4 themes: (1) utility varies between trainees and faculty: trainees prioritized anatomy whereas faculty prioritized both anatomy and tissue fidelity, (2) anticipate less intraop cognitive load: the 3D printed simulator realistically simulated procedure steps and could decrease intraop cognitive load, (3) both models can increase confidence: both models allow residents to practice the repair in a pressure-free environment, allowing them to build confidence, and (4) need novel ways to understand complexity of the anatomy: current methods to understand anatomy are insufficient.</div></div><div><h3>Conclusions</h3><div>An anatomically accurate 3D printed model may contribute to effective training for IHR. Addition of 3D to a tissue model would allow further development of trainee knowledge and skills.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103545"},"PeriodicalIF":2.6,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108140","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}
引用次数: 0
Promoting Longevity in Surgical Careers: A Narrative Review and Fitness Program to Reduce Occupational Pain 促进外科职业生涯的寿命:减轻职业疼痛的叙述回顾和健身计划
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-19 DOI: 10.1016/j.jsurg.2025.103512
Alexandra Gleave BSc , Aryan Shah BSc , Alexandra Giff , Gihan Christopher Perera MD, FRCPC , Doron D. Sommer MD , Margo Mountjoy MD , Smriti Nayan MD
{"title":"Promoting Longevity in Surgical Careers: A Narrative Review and Fitness Program to Reduce Occupational Pain","authors":"Alexandra Gleave BSc ,&nbsp;Aryan Shah BSc ,&nbsp;Alexandra Giff ,&nbsp;Gihan Christopher Perera MD, FRCPC ,&nbsp;Doron D. Sommer MD ,&nbsp;Margo Mountjoy MD ,&nbsp;Smriti Nayan MD","doi":"10.1016/j.jsurg.2025.103512","DOIUrl":"10.1016/j.jsurg.2025.103512","url":null,"abstract":"<div><h3>Importance</h3><div>Many surgeons experience work-related musculoskeletal disorders (MSD) throughout their career. Incorporating evidence-based strategies to prevent and manage MSDs would benefit both trainees and those in practice. The present narrative review seeks to evaluate the effectiveness of current strategies to manage and prevent musculoskeletal (MSK) occupational pain among surgeons and trainees.</div></div><div><h3>Observations</h3><div>Eleven studies were identified. Included studies covered 3 broad interventions: ergonomics (<em>n</em> = 5), intraoperative breaks/pauses (<em>n</em> = 7), and physical fitness (<em>n</em> = 1). Intraoperative breaks demonstrated improved pain, fatigue, stress, and a decrease in intraoperative errors without increasing overall surgical time. Residents that were specifically instructed in ergonomics exhibited better posture and decreased musculoskeletal (MSK) symptoms and recommended incorporating this information into their curriculum. In a program combining ergonomics, microbreaks, and stretching, 85% of residents experienced reduced discomfort, and 93% felt this training would help them “perform better in the operating room”. Overall, the surgical physical fitness programs reduced surgery/occupational-related pain and increased performance measures in the OR. The study participants also found the interventions valuable and were able to use learned principles in practice.</div></div><div><h3>Conclusions and Relevance</h3><div>The existing body of literature supports the positive impact of fitness programs in preventing and managing occupational-related pain. We propose the implementation of a comprehensive program that integrates education, intraoperative breaks, ergonomic adjustment, and physical fitness, with initiation during the first year of surgical residency. To facilitate practical integration, we propose a pilot program that may be integrated into the regular surgical work week, encompassing recommendations from the reviewed studies. Future research is recommended to explore aspects such as program effectiveness, feasibility, mental health impacts, and gender-specific differences.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 7","pages":"Article 103512"},"PeriodicalIF":2.6,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083702","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}
引用次数: 0
Surgical Assessments: Current State, Ideal State, and Considerations for Implementation. A Qualitative Interview Study of Faculty and Trainees 手术评估:当前状态、理想状态和实施的考虑。教师与学员的质性访谈研究
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-19 DOI: 10.1016/j.jsurg.2025.103534
Michelle J. Clarke MD, PhD , Roger A. Edwards ScD , Bobbie Ann Adair White EdD
{"title":"Surgical Assessments: Current State, Ideal State, and Considerations for Implementation. A Qualitative Interview Study of Faculty and Trainees","authors":"Michelle J. Clarke MD, PhD ,&nbsp;Roger A. Edwards ScD ,&nbsp;Bobbie Ann Adair White EdD","doi":"10.1016/j.jsurg.2025.103534","DOIUrl":"10.1016/j.jsurg.2025.103534","url":null,"abstract":"<div><h3>Objective</h3><div>This qualitative study explored trainee and faculty perceptions of procedural and surgical assessment and feedback, including current state, aspirational future state, and the factors affecting implementation of a formal assessment systems.</div></div><div><h3>Methods</h3><div>Data were collected with semi-structured interviews of 10 surgical faculty and 10 surgical trainees. The in-depth, semi-structured interviews included open-ended questions with targeted follow-up probing around the following topics (1) the current surgical assessment and feedback process, (2) requirements for future surgical assessments, and (3) perceived barriers and facilitators to implementing a new surgical assessment and feedback system. Braun and Clarke’s iterative 6-stage thematic analysis was used to analyze the data.</div></div><div><h3>Results</h3><div>Seven themes were identified from participants’ perceptions of surgical assessments and feedback: (1) Purpose of evaluation and assessment, (2) Assessment in service of feedback, (3) Outcome of evaluation and assessment, (4) Interpersonal relationships trump technology, (5) Challenges of constructive feedback, (6) Development of assessment tool, and (7) Utility is critical to success. Key facilitators to adopting a formal assessment system included ease of use particularly surrounding cell phone-based apps, quality of actionable information, and participant buy-in. Barriers to use included work-flow disruption, and perception that the results would not outweigh the effort.</div></div><div><h3>Conclusions</h3><div>Participants felt there was value in improving surgical assessment and feedback paradigms to improve assessment accuracy and provide actionable feedback. Skepticism surrounding potential assessment and feedback systems will require thoughtful implementation to be successful.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 7","pages":"Article 103534"},"PeriodicalIF":2.6,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083703","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}
引用次数: 0
Eye Movement Modeling Examples in Robotic Surgery Training—A Randomized Controlled Study 机器人手术训练中的眼动建模实例——一项随机对照研究
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-17 DOI: 10.1016/j.jsurg.2025.103539
Andrea Storck , Eva Schönefeld , Michelle Bellstedt , Martin Janssen , Konstantin E. Seifert , Dogus Darici
{"title":"Eye Movement Modeling Examples in Robotic Surgery Training—A Randomized Controlled Study","authors":"Andrea Storck ,&nbsp;Eva Schönefeld ,&nbsp;Michelle Bellstedt ,&nbsp;Martin Janssen ,&nbsp;Konstantin E. Seifert ,&nbsp;Dogus Darici","doi":"10.1016/j.jsurg.2025.103539","DOIUrl":"10.1016/j.jsurg.2025.103539","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>In robotic-assisted laparoscopic surgery, the perception and interpretation of the visual scene poses a huge challenge for medical trainees. However, their ability to assist effectively in surgical procedures depends heavily on mastering these visual skills. Research on multimedia learning suggests that seeing an expert's eye movements during task completion as a “worked-example” (i.e., eye movement modeling examples [EMME]) may guide learners’ attention to critical areas and improve learning outcomes. The effectiveness of EMMEs in robotic surgical training remains unclear.</div></div><div><h3>DESIGN</h3><div>A randomized controlled 2-group study was conducted in which participants viewed an audio-guided robotic prostatectomy video. The EMME group viewed the surgical video with an overlay showing an expert urologist's eye movements captured through eye-tracking technology, while the control group viewed the video without the overlay. Learning outcomes were assessed through anatomical landmark identification tasks in 14 laparoscopic images (reliability coefficient α = 0.684). Training engagement was measured through time spent with the learning material.</div></div><div><h3>SETTING</h3><div>The study was conducted within the medical education program at Charité Berlin in an affiliated secondary care geriatric hospital during 2024.</div></div><div><h3>PARTICIPANTS</h3><div>The study included 137 fourth-year medical students randomized into 2 groups: EMME group (<em>n</em> = 67; mean age 26 ± 4 years; 62.7% female) and control group (<em>n</em> = 70; mean age 26 ± 5 years; 62.9% female).</div></div><div><h3>RESULTS</h3><div>The EMME group engaged with the material significantly longer (<em>M</em> = 971 <em>s</em> ±  241 s) compared to the control (<em>M</em> = 881 <em>s</em>  ±  217 s), <em>t(</em>135) = 2.288, p = 0.012, <em>d</em> = 0.391, 95% CI [12.137; 167.066]. However, there was no significant difference in the ability to interpret anatomical landmarks in laparoscopic images between the EMME (<em>M</em> = 54.9% ± 19.4%) and the control group (<em>M</em> = 57.1% ± 18.7%), <em>t(</em>135) = 0.688, p = 0.493, 95% CI [−0.042; 0.087].</div></div><div><h3>CONCLUSIONS</h3><div>Contrary to literature, these findings suggest that although EMME may enhance attention to educational content, the increased engagement does not automatically translate into superior visual performances in laparoscopic surgery. We discuss these results in the broader context of multimedia learning.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 7","pages":"Article 103539"},"PeriodicalIF":2.6,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071436","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}
引用次数: 0
Personality Characteristics of Orthopedic Surgery Residents and Faculty: Cross-Sectional Study From the Profiling Orthopaedic Surgery Trainees (POST) Study Group 骨科住院医师和教师的人格特征:来自骨科外科实习生(POST)研究小组的横断面研究
IF 2.6 3区 医学
Journal of Surgical Education Pub Date : 2025-05-16 DOI: 10.1016/j.jsurg.2025.103538
Ryann A. Davie MD , Noah Harrison MD , Rebecca N. Pool MA , Patrick J. Rosopa PhD , Stephanie L. Tanner MS , Brian Scannell MD , Brandi Hartley MD , Alexander W. Aleem MD , Gabriella E. Ode MD
{"title":"Personality Characteristics of Orthopedic Surgery Residents and Faculty: Cross-Sectional Study From the Profiling Orthopaedic Surgery Trainees (POST) Study Group","authors":"Ryann A. Davie MD ,&nbsp;Noah Harrison MD ,&nbsp;Rebecca N. Pool MA ,&nbsp;Patrick J. Rosopa PhD ,&nbsp;Stephanie L. Tanner MS ,&nbsp;Brian Scannell MD ,&nbsp;Brandi Hartley MD ,&nbsp;Alexander W. Aleem MD ,&nbsp;Gabriella E. Ode MD","doi":"10.1016/j.jsurg.2025.103538","DOIUrl":"10.1016/j.jsurg.2025.103538","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>There is growing interest in the assessments of noncognitive and affective domains in orthopedic trainees to aid in resident education, improve interpersonal relationships between residents and faculty, and improve physician leadership skills.<span><span>1</span></span>, <span><span>2</span></span>, <span><span>3</span></span>, <span><span>4</span></span>, <span><span>5</span></span> The purpose of this study is to examine personality traits of orthopedic trainees and faculty using the Big Five personality dimensions.</div></div><div><h3>DESIGN</h3><div>The Big Five was administered to residents (<em>n</em> = 151) and faculty (<em>n</em> = 57) at 10 academic medical institutions. Descriptive statistics were analyzed including the means of each Big Five dimension among residents and faculty. Independent samples <em>t</em>-tests and chi-square analyses were performed.</div></div><div><h3>RESULTS</h3><div>Faculty were significantly greater on Conscientiousness compared to residents (<em>M</em> = 74.7 vs 69.8, <em>d</em> = 0.33) and significantly greater among seniors than juniors (<em>M</em> = 74.0 vs 68.0, <em>d</em> = 0.42). Juniors demonstrated greater Extraversion compared to faculty (<em>M</em> = 61.9 vs. 52.2, <em>d</em> = 0.30). Faculty demonstrated greater Agreeableness than seniors (<em>M</em> = 68.5 vs 63.0, <em>d</em> = 0.44).</div></div><div><h3>CONCLUSION</h3><div>There are significant differences in certain Big Five personality dimensions between orthopedic residents and faculty. Better understanding of how these differences could influence interpersonal communication during orthopedic training is critical to improving interconnection in residency programs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 8","pages":"Article 103538"},"PeriodicalIF":2.6,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072088","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}
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