Journal of Surgical Education最新文献

{"title":"Musical Talent and Surgical Skills: Does Playing an Instrument Help With Surgical Ability?","authors":"Renata P. Skov MD ,&nbsp;Alec Sikarin MD ,&nbsp;Jessie Nickolas BS ,&nbsp;Erika M. Robertson MD ,&nbsp;George G.A. Pujalte MD","doi":"10.1016/j.jsurg.2025.103796","DOIUrl":"10.1016/j.jsurg.2025.103796","url":null,"abstract":"<div><h3>Objective</h3><div>To review the existing literature examining whether playing musical instruments influences surgical aptitude, considering shared motor and cognitive demands in both activities.</div></div><div><h3>Design</h3><div>Narrative review of published studies evaluating the association between musical experience and surgical performance.</div></div><div><h3>Setting</h3><div>PubMed was searched for English-language studies from its inception to February 2025. Abstracts and reviews were excluded; eligible studies included assessments of surgical skills across specialties.</div></div><div><h3>Participants</h3><div>We analyzed 23 studies published from January 2005 to November 2024 involving 1641 individuals. Of these, 1203 were medical students and interns and 438 were residents, fellows, and attending physicians.</div></div><div><h3>Results</h3><div>Eleven studies (47.8%) found a statistically significant positive association between playing musical instruments and surgical aptitude. One study showed a positive but nonsignificant association and 11 (47.8%) reported no association. Fifteen studies (65.2%) used laparoscopic simulators, while others assessed robotic systems or suturing tasks. Advantages linked to musical training included improved dexterity, precision, and task efficiency. However, results were inconsistent across studies, partly due to heterogeneous definitions of musical experience, variable assessment tools, reliance on self-reported histories, and predominance of simulation-based evaluations.</div></div><div><h3>Conclusions</h3><div>Evidence on the impact of musical experience on surgical performance remains inconclusive. While nearly half of reviewed studies suggest potential benefits, methodologic limitations restrict generalizability to real surgical settings. Musical training may contribute to the development of fine motor and visuospatial skills relevant to surgery, but it should not be considered a stand-alone predictor of aptitude. Future research using standardized definitions, objective assessments, and randomized controlled designs is needed to clarify whether musical experience meaningfully enhances surgical proficiency.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103796"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618274","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":"Residents as Leaders: Creating a Trauma Team Leader Nontechnical Skills Simulation Workshop","authors":"Baila Maqbool MD","doi":"10.1016/j.jsurg.2025.103759","DOIUrl":"10.1016/j.jsurg.2025.103759","url":null,"abstract":"<div><h3>Introduction</h3><div>Effective trauma resuscitation requires strong leadership and mastery of nontechnical skills (NTS), including communication, situational awareness, decision-making, and teamwork. With trauma team leadership increasingly shared between surgical and emergency medicine physicians, there is a need for structured, interdisciplinary training focused on NTS. This study evaluates the effectiveness of a simulation-based trauma team leader (TTL) curriculum in enhancing NTS among senior residents.</div></div><div><h3>Methods</h3><div>A prospective, mixed-methods educational intervention was conducted from 2020 to 2024 at a single academic institution. Participants included general surgery and emergency medicine residents with prior ATLS certification and trauma rotation experience. The half-day TTL workshop included didactic instruction, eight high-fidelity simulation scenarios with rotating leadership roles, and structured debriefings using the Trauma Non-TECHnical Skills (T-NOTECHS) rubric. Assessments included pre- and postworkshop knowledge tests, confidence surveys, faculty evaluations, and a 1-year follow-up survey. Descriptive statistics and paired comparisons were used for analysis.</div></div><div><h3>Results</h3><div>Fifty-three residents (29 surgery, 24 emergency medicine) participated. Statistically significant improvements (p &lt; 0.001) were observed across all NTS domains: leadership (2.9-4.4), communication (3.2-4.6), situational awareness (3.1-4.5), decision-making (3.0-4.3), and cooperation/resource management (3.0-4.4). No significant differences were found between specialties. Participant satisfaction was high, with 96% rating the workshop as effective or extremely effective. At 1-year follow-up (<em>n</em> = 34), 88% reported improved readiness for trauma leadership, and 85% applied skills regularly in clinical settings.</div></div><div><h3>Conclusion</h3><div>The TTL simulation workshop significantly improved NTS confidence and preparedness among senior surgical and emergency medicine residents, with sustained benefits at 1 year. This curriculum represents a valuable model for interdisciplinary trauma leadership training. Future directions include expanding the course to include additional trauma team members and integrating real-time assessment of NTS into clinical practice to further enhance team performance and patient outcomes.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103759"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145552389","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":"Challenges Experienced by Surgical Trainees With Small Hand Size: A Multi-Institutional Mixed Methods Study","authors":"Rebecca Tang MD ,&nbsp;Michael Kochis MD, EdM ,&nbsp;Dandan Chen PhD ,&nbsp;Rachael Acker MD ,&nbsp;Julia Kasmirski MD ,&nbsp;Jonathan Greer MD ,&nbsp;Brenessa Lindeman MD, MEHP ,&nbsp;Abbey Fingeret MD, MHPTT ,&nbsp;Roy Phitayakorn MD, MHPE","doi":"10.1016/j.jsurg.2025.103727","DOIUrl":"10.1016/j.jsurg.2025.103727","url":null,"abstract":"<div><h3>Objectives</h3><div>Surgeons with smaller hand size experience ergonomic mismatch related to instrument design. We aim to describe the impact of these ergonomic disadvantages on the educational experiences of surgical trainees and identify strategies for mitigating such challenges.</div></div><div><h3>Design</h3><div>A survey queried demographics, hand size, and perceived impact of hand size on completing operative tasks. Results were summarized with descriptive statistics, and perceived impact of hand size compared between residents with and without small hand size (SHS, defined as glove ≤6.5) via t-test. A subset of respondents including trainees with SHS and their educators completed semi-structured interviews further investigating their perspectives. Interview transcripts were analyzed using an inductive thematic approach.</div></div><div><h3>Setting</h3><div>Three large academic medical centers.</div></div><div><h3>Participants</h3><div>One hundred residents (51.0% response rate) and 123 attendings (49.6%) completed the survey. Eleven residents and 8 attendings were interviewed.</div></div><div><h3>Results</h3><div>Residents with SHS noticed an impact of hand size on completing operative tasks 50.0% of the time, compared to 15.5% in residents without SHS (p &lt; 0.001). Main themes surrounding the challenges facing surgical trainees with SHS included: (1) Technical challenges related to instrument handling, (2) Slower skill acquisition particularly in early years of training, (3) Negative psychological consequences for trainees including self-doubt and fear of judgment, (4) Negative impact on resident evaluations and operative autonomy, (5) Inadequate support from educators, and (6) Overcoming challenges through technical workarounds, deliberate practice, self-advocacy, and role-modeling.</div></div><div><h3>Conclusions</h3><div>Surgical trainees with SHS face challenges that significantly impact their learning environment. Developing and practicing technical workarounds, self-advocating, and identifying role models allows trainees with SHS to overcome these challenges and become excellent surgeons. This study highlights the ongoing need for faculty development to increase awareness of this issue and improved instrument design for this growing sector of the surgical workforce.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103727"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558675","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":"EPAs Have Entered the Room: An Analysis of Residents' and Faculty Members' Perceptions","authors":"Julia Adriana Kasmirski MD ,&nbsp;Alfonsus Adrian H. Harsono MD, MSPH ,&nbsp;Niranjna Swaminathan MD ,&nbsp;Ivan Ivanovich Herbey MD, MPH ,&nbsp;Andrea Gillis MD, MSPH ,&nbsp;Jessica Fazendin MD ,&nbsp;Britney Corey MD, MACM ,&nbsp;Brenessa Lindeman MD, MEHP","doi":"10.1016/j.jsurg.2025.103752","DOIUrl":"10.1016/j.jsurg.2025.103752","url":null,"abstract":"<div><h3>Objective</h3><div>Entrustable professional activities (EPAs) have emerged as a method of competency-based assessment in general surgery residency programs. While EPAs complement competency and milestone assessments, identifying practical considerations for faculty and resident participation is needed to secure buy-in of the framework. This study aims to determine facilitators and barriers cited by trainees and faculty members to using the general surgery EPAs.</div></div><div><h3>Design</h3><div>Sixteen semi-structured interviews were conducted with 8 residents and 8 faculty members at a general surgery program to assess barriers, concerns, experiences, quality, and quantity of feedback. Transcripts were analyzed inductively guided by grounded theory analysis.</div></div><div><h3>Setting, Participants, and Results</h3><div>Faculty had an overall positive perception about EPAs and felt well-informed about the method. They perceived EPAs provided more granular data about trainees’ performance compared to traditional feedback and move surgery toward higher quality training. Faculty did not believe EPAs impacted their relationships with or mentorship of trainees. The most cited faculty pitfalls were forgetfulness and lack of time to complete evaluations. Residents cited that EPAs provide more and higher-quality narrative feedback and more frequent assessments, and that faculty buy-in is building. Residents expressed frustration that EPAs do not cover all their activities and were concerned about potential negative repercussions including delaying graduation and career progression.</div></div><div><h3>Conclusions</h3><div>Compared to traditional feedback, faculty had an overall positive impression of EPA assessments. Resident physicians reported more frequent and detailed feedback while fearing the potential implications of this method on their ability to graduate and succeed as practicing general surgeons. Buy-in may be increased through workflows that foster EPA completion and updated messaging on how EPAs will be used for certification.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103752"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145380566","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":"Effectiveness of Rapid Cycle Deliberate Practice (RCDP) on Technical and Non-Technical Skills in Chest Tube Insertion and Fixation: A Pilot Study","authors":"Killen H. Briones-Zamora MD ,&nbsp;Melani Chávez Vega MD ,&nbsp;Anahí D. Briones-Zamora MD ,&nbsp;Absalón Quiroz Farfán MD ,&nbsp;Jaime Benítes Solís MD, PhD ,&nbsp;Killen H. Briones-Claudett MD, PhD","doi":"10.1016/j.jsurg.2025.103763","DOIUrl":"10.1016/j.jsurg.2025.103763","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the effectiveness of Rapid Cycle Deliberate Practice (RCDP) compared to traditional simulation and Peyton’s Four-Step Approach in improving technical and non-technical skills, during chest tube insertion and fixation in medical students.</div></div><div><h3>Design</h3><div>Pilot quasi-experimental study conducted in 3 instructional cohorts. Each cohort received training through a different educational methodology: traditional simulation (control), RCDP, or Peyton’s Four-Step Approach. All participants completed 2 standardized training sessions, followed by an individual simulation-based assessment. Technical performance was evaluated using the Objective Structured Assessment of Technical Skills (OSATS), patient communication skills were assessed with the CoMeD-OSCE scale, and non-technical skills such as leadership and teamwork were measured using the Non-Technical Skills for Surgeons (NOTSS) framework.</div></div><div><h3>Setting</h3><div>The study was conducted between August 2024 and May 2025 at a teaching simulation center in Ecuador.</div></div><div><h3>Results</h3><div>A total of 55 third-year medical students completed the study. The RCDP group achieved significantly higher scores in technical performance (OSATS mean 41.11, SD 8.32, p &lt; 0.001), patient communication (CoMeD-OSCE mean 15.27, SD 3.93, p &lt; 0.001), and non-technical skills (NOTSS mean 39.05, SD 4.97, p &lt; 0.001) compared to the control and Peyton groups. Strong positive correlations were observed between technical and non-technical performance (OSATS and NOTSS r = 0.84; OSATS and CoMeD r = 0.61; both p &lt; 0.001). Female students scored significantly higher in communication (p = 0.008) but not in leadership (p = 0.254).</div></div><div><h3>Conclusions</h3><div>RCDP is an effective educational method for enhancing both technical and non-technical competencies in chest tube insertion and fixation among medical students. The integration of RCDP into simulation-based curricula may foster comprehensive clinical skill development. Future studies with randomized designs and larger sample sizes are recommended to assess long-term retention and generalizability across diverse clinical scenarios.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103763"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145552390","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":"The Application of a Protocol for Virtual Certifying Examinations: Five-Year Results (2020-2024)","authors":"Pamela A. Rowland PhD ,&nbsp;Brian R. Smith MD ,&nbsp;Kurt K. Rhynhart MD ,&nbsp;George D. Garcia MD ,&nbsp;William G. Wood MD ,&nbsp;James C. Rucinski MD","doi":"10.1016/j.jsurg.2025.103797","DOIUrl":"10.1016/j.jsurg.2025.103797","url":null,"abstract":"<div><h3>Objective</h3><div>In 2016, researchers warned that as medical education becomes increasingly dependent on video-recorded data, protocols must be developed before an international conflict forces the conversion. Four years later, SARS-CoV-2 forced medical societies to find social distancing options for certifying examinations (CE). Our objective was twofold: incorporate a communication protocol that impacts the video-capture process for each candidate in an established review course; and monitor results on the CE (2020-2024).</div></div><div><h3>Design</h3><div>A multi-institutional prospective cohort design was used to assess “virtual-presence” and “knowledge-base” of candidates pre and post intervention. Didactics from previous in-person courses were reengineered to include sessions on variables that affect professionalism on virtual platforms. Descriptive statistics were conducted comparing pre and post-test scores for each metric. All sessions were interactive. The final session was a simulation of the American Board of Surgery (ABS) (CE).</div></div><div><h3>Setting</h3><div>Zoom Professional was selected as the video conferencing application to simulate the ABS CE. Settings were mixed: home, office, hotel rooms.</div></div><div><h3>Participants</h3><div>The 136 candidates varied: general surgery, plastic, vascular, several fellowships, and eleven residents. Twenty-three volunteer faculty and 2 communication scientists were invited to participate.</div></div><div><h3>Results</h3><div>Use of technology versus live in-person interactions presented a challenge: direct eye contact was impossible, images were limited to a coronal view, and the activity of the social systems of the brain was reduced. The paired-samples t-test demonstrated a statistically significant improvement in virtual presence over 5 years. Knowledge bases varied more than in previous in-person courses. Pass rates were excellent for those who followed the virtual protocol. The protocol assisted those with hearing loss, hypochondriasis, soft voices and eye-contact avoidance behaviors.</div></div><div><h3>Conclusions</h3><div>All candidates were initially unaware of shortcomings regarding their virtual presence. All received continuous constructive feedback. However, those who incorporated their virtual protocol were successful in their certifying examination and perhaps improved their virtual patient and colleague interactions.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103797"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145696486","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 Qualitative Analysis—Enhancing Faculty Academic Success Through Team-Based Mentorship: 5-Year Insights","authors":"Jenny M. Shao MD ,&nbsp;Delaney C. Ryan MPH ,&nbsp;Chad Jobin MSW ,&nbsp;Lesly A. Dossett MD, MPH ,&nbsp;Erika A. Newman MD ,&nbsp;Justin B. Dimick MD, MPH ,&nbsp;Dana A. Telem MD, MPH ,&nbsp;Lauren A. Szczygiel PhD","doi":"10.1016/j.jsurg.2025.103773","DOIUrl":"10.1016/j.jsurg.2025.103773","url":null,"abstract":"<div><h3>Objective</h3><div>To explore the successes, challenges and areas for improvement in teambased mentorship program aimed at supporting early-career faculty. It is well known that mentorship and sponsorship are critical for success in academic surgery to enhance productivity, accelerate promotion, improve retention, and boost career satisfaction. However, formal mentorship programs, particularly those using teambased formats, still remain underutilized.</div></div><div><h3>Design</h3><div>This qualitative study involved conducting semi-structured interviews with faculty mentees who participated in the launch team program. A purposeful sampling strategy was used to identify representative participants. Thematic analysis was used to assess mentorship effectiveness in supporting professional growth, emotional wellbeing, and career advancement.</div></div><div><h3>Setting</h3><div>University of Michigan, Department of Surgery.</div></div><div><h3>Participants</h3><div>A total of 15 early career mentees were invited to participate, this included 9 (60%) identified as White, 4 (26.7%) as Asian and 2 as Black (13.3%). Additionally, 9 (60%) identified as female and 6 (40%) as male. One invited mentee did not participate in the interview.</div></div><div><h3>Results</h3><div>We identified 3 overarching themes that captured their perspectives on the successes and challenges of the program: (1) Adaptive Mentorship and Support in Evolving Contexts – highlighting the need for combining informational resources with emotional and well-being support, (2) Coordination, Communication, and Program Expectations, - emphasizing the importance of a clear understanding of roles and objectives, effective communication of program details and functional program administration and (3) Team Composition - underscoring the need for a balance in expertise and epistemic diversity, as well as the consideration of power dynamics and psychological safety.</div></div><div><h3>Conclusions</h3><div>These findings further emphasize the need for mentorship for early career faculty. Expanding structured, team-based mentorship models to other institutions could further strengthen professional development efforts within academic surgery.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103773"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515295","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":"Guidelines and Checklists for Artificial Intelligence (AI) in Surgical Education Research: A Comprehensive Narrative Review","authors":"Caitlin Silvestri MD ,&nbsp;Darian L Hoagland MD ,&nbsp;John M Woodward MD, MS-HPEd ,&nbsp;Ariana Naaseh MD, MPHS ,&nbsp;Colleen E McDermott MD, MPH ,&nbsp;Brian M Carter MD, MSBME ,&nbsp;Sarah Lund MD ,&nbsp;Larry J Prokop MLIS ,&nbsp;Alec Bernard MD, MSCR ,&nbsp;Sergio M Navarro MD, MBA","doi":"10.1016/j.jsurg.2025.103758","DOIUrl":"10.1016/j.jsurg.2025.103758","url":null,"abstract":"<div><h3>Objective</h3><div>Artificial intelligence (AI) has increasingly been used in clinical and healthcare research, prompting the development of new research guidelines to ensure its appropriate use. Similarly, AI has been applied to surgical education research, creating a need to assess the relevance and applicability of existing guidelines in this context. This narrative review synthesized guidelines and checklists related to AI in surgical education, providing researchers with an introductory roadmap for conducting rigorous, reproducible studies and identifying gaps for future framework development.</div></div><div><h3>Design</h3><div>In April 2024, the authors conducted a search using Ovid (Embase and MEDLINE(R)) from 1946 to 2024 to identify guidelines and checklists related to AI research in healthcare and surgical education. Search teams included “artifical intelligence” and related terms, as well as “checklist”, “recommendations”, and terms related to evaluation, reporting, and guidelines. Titles and abstracts were screened and the authors reviewed eligible full-text articles for inclusion through consensus discussions.</div></div><div><h3>Results</h3><div>From 200 studies identified, 47 full-text articles were reviewed, and 16 guidelines and checklists were included. These were grouped into six thematic categories: AI research with health education applications, Generative AI and Large Language Model studies, machine learning/prediction models, AI in imaging, and forthcoming guidelines. Key findings highlighted the diversity in purpose, methodology, and scope. Although gaps were identified in existing guidelines and checklists for surgical education, with only one tailored to AI research in healthcare education, the authors demonstrated how these other resources could be applied.</div></div><div><h3>Conclusions</h3><div>This review highlighted that while existing guidelines and checklists could be applied in certain contexts, significant gaps remained in education-specific research guidance. Future efforts should focus on developing tailored guidelines to address the unique challenges and opportunities of AI integration in surgical education, ensuring rigorous and reproducible research.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103758"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467140","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":"Changing the Narrative of Traditional M&M: Gratitude and Good Outcomes Rounds in Surgical Practice","authors":"Aodhnait S. Fahy BMBCh, PhD,&nbsp;Melissa M. Boltz DO, MBA,&nbsp;Brian D. Saunders MD","doi":"10.1016/j.jsurg.2025.103754","DOIUrl":"10.1016/j.jsurg.2025.103754","url":null,"abstract":"<div><h3>Objective</h3><div>We instituted “Gratitude and Good Outcomes Rounds” at our tertiary academic surgical program - a novel reflective practice that was a counterpoint to traditional M&amp;M. We evaluated trainee and faculty participation and impressions.</div></div><div><h3>Design</h3><div>Over a year, we asked for regular submissions and presentations of patient cases where successes (e.g. excellent clinical outcomes, commendable teamwork, resident wins) were identified and reviewed.</div></div><div><h3>Setting</h3><div>We instituted this at a tertiary academic center with a general surgery residency and multiple subspecialty fellowships.</div></div><div><h3>Participants</h3><div>Submissions were invited from trainees and faculty, and all program members were surveyed.</div></div><div><h3>Results</h3><div>Many different cases were submitted across most subspecialties. Our survey identified perceived benefits in collegiality, educational value and morale.</div></div><div><h3>Conclusions</h3><div>We believe reflection on cases that went well can be a useful addition to reflective learning, as a complement to our existing reviews at M&amp;M in our traditional conferences. Reflecting on good outcomes can help boost morale, encourage teamwork and highlight educational pearls.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103754"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145411239","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":"Influence of Surgical Expertise on Visual Gaze Patterns While Viewing a Robotic Adrenalectomy","authors":"Taylor Quinn BS ,&nbsp;Joseph C. L’Huillier MD, MS-HPEd ,&nbsp;John M. Woodward MD, MS-HPEd ,&nbsp;Cara Jones ,&nbsp;Steven D. Schwaitzberg MD, FACS ,&nbsp;Lora Cavuoto PhD","doi":"10.1016/j.jsurg.2025.103771","DOIUrl":"10.1016/j.jsurg.2025.103771","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to quantify and further understand differences in visual perception between surgical expertise and specific procedural events while watching a robotic adrenalectomy.</div></div><div><h3>Design</h3><div>For this cross-sectional observational study, participants viewed a video of a robotic right adrenalectomy and were asked to identify the case afterward. Participants viewed the video under identical conditions without contextual information to minimize perceptual bias. Surgeons were categorized into early career and senior groups based on years of experience. Eye-tracking data was collected using a screen-based eye tracking system (Tobii Pro Fusion) and metrics were extracted for comparison between groups and across procedural steps. Areas of interest (AOIs) were defined as regions where instruments contacted tissue to determine average fixation duration and count.</div></div><div><h3>Setting</h3><div>The study was conducted at the 2024 Society of American Gastrointestinal and Endoscopic Surgeons Meeting.</div></div><div><h3>Participants</h3><div>Fifteen surgeons (5 senior, 10 early career) were recruited from conference attendees. Selection was based on willingness to participate and provision of informed consent.</div></div><div><h3>Results</h3><div>Gaze patterns varied across procedural steps, influenced by AOI complexity and surgical expertise. Significant differences in average fixation duration (p = 0.022) and count (p &lt; 0.001) across AOIs indicate that fixation varied by procedural step. Early career surgeons demonstrated significantly higher fixation duration on the surgical instrument during clearing tissue behind the adrenal vein (p = 0.031), continued dissection next to the IVC (p = 0.017), and ultrasonic medial dissection (p = 0.049) compared to senior surgeons. Senior surgeons demonstrated a more distributed gaze pattern across steps.</div></div><div><h3>Conclusions</h3><div>Senior surgeons demonstrated broader fixation patterns, while residents focused more narrowly on the instrument. This suggests that experienced surgeons have a greater contextual visual understanding of the procedure to shift their attention between instruments and peripheral structures. The integration of eye-tracking into surgical education can help train the gaze patterns of novice learners to improve procedural understanding and perception.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103771"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419012","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}