Journal of Surgical Education最新文献

{"title":"Mapping the Impact of Anti-LGBT Legislation on Graduate Surgical Education","authors":"Aron Egelko MD, MGH ,&nbsp;Natalie Florescu BA, MPH ,&nbsp;Jacob Siegel BS ,&nbsp;Anastasiia Tomkins BS ,&nbsp;Cherie Erkmen MD","doi":"10.1016/j.jsurg.2024.103372","DOIUrl":"10.1016/j.jsurg.2024.103372","url":null,"abstract":"<div><h3>Background</h3><div>LGBTQ medical students and surgery residents face myriad structural barriers. The American Civil Liberties Union (ACLU) reports 492 pieces of state-level legislation targeting Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) people in the past year. These bills including bans on medical care, “don't say gay” bills, exclusion from anti-discrimination protections, and more. These bills may limit where medical students pursue surgical training</div></div><div><h3>Study Design</h3><div>The Movement Advancement Project and the ACLU legislative databases were consulted to determine whether states (plus Puerto Rico and the District of Columbia) currently had or were actively considering anti-LGBTQ legislation. This information was then mapped against data from the 2023 National Residency Match Program. US News rankings of top surgical training programs were utilized as well.</div></div><div><h3>Results</h3><div>There were 2803 general surgical training spots, of which 1597 (57%) were located in states which currently have anti-LGBTQ legislation in place. 245 (9%) of training spots are in states which do not have such legislation but are currently considering anti-LGBTQ legislation. Of the top 20 residency programs, 11 (55%) were in states with anti-LGBTQ legislation. In affiliated specialties, 50 (54%), 118 (57%), and 24 (49%) surgical training positions for integrated vascular, plastic, and thoracic surgery, respectively, are in states that currently have anti-LGBTQ legislation in place. In total, 63% of fellowship opportunities were in states with Anti-LGBTQ legislation in place</div></div><div><h3>Conclusion</h3><div>A majority of graduate surgical education occurs in states with anti-LGBTQ legislation, potentially limiting residency options for people who value protection of LGBTQ rights</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 2","pages":"Article 103372"},"PeriodicalIF":2.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142901477","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":"Qualitative Insights into Resident Perceptions of Teaching Excellence and Educational Curricula","authors":"Kelsey R. Tieken MD MHPTT,&nbsp;Madeline R. Cloonan MD,&nbsp;Tiffany N. Tanner MD,&nbsp;Abbey L. Fingeret MD MHPTT","doi":"10.1016/j.jsurg.2024.103369","DOIUrl":"10.1016/j.jsurg.2024.103369","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>The objective of this study was to understand the resident perspective on what makes an excellent surgical educator and to identify gaps in a single-institution-developed “Residents as Teachers” curriculum (RaTC) following the completion of the RaTC by residents at the institution.</div></div><div><h3>DESIGN</h3><div>A longitudinal 8-hour RaTC was developed and administered in 1-hour sessions over 2 years. Content included interactive clinical and technical skills teaching, feedback, evaluation and assessment, and interpersonal skills. Residents who had completed the RaTC were invited to participate in interviews exploring their perceptions of the RaTC and their own clinical teaching experiences. Interview comments were coded and analyzed for thematic content.</div></div><div><h3>SETTING</h3><div>This study took place at the University of Nebraska Medical Center (Omaha, NE). The RaTC was delivered between 2021-2023 and interviews were held in June of 2023.</div></div><div><h3>PARTICIPANTS</h3><div>The eligible cohort for this study included all general surgery residents in our general surgery program who had completed the full RaTC (PGY2 and above).</div></div><div><h3>RESULTS</h3><div>Seven subjects participated in interviews. Subjects reported that the RaTC helped enhance their skills as surgical educators and that teaching is an important part of their job. Thematic analysis identified 3 areas in which subjects commented on both facilitators and barriers to educating in the clinical environment: educator behaviors and teaching methodologies, learner attitudes and behaviors, and systemic factors. Residents felt uncomfortable teaching procedural tasks, giving constructive criticism, and finding time to teach throughout the day.</div></div><div><h3>CONCLUSIONS</h3><div>The RaTC was well received by our participants, who reported that it helped improve their ability to teach. However, they often felt uncomfortable implementing these skills in real-life scenarios with learners. Our curricula will be revised, and other training programs could design curricula to provide more time to practice these skills in particular in a low-stakes setting, which may help residents feel more confident utilizing them while teaching.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 2","pages":"Article 103369"},"PeriodicalIF":2.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142901478","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":"Racial and Ethnic Diversity in American Plastic Surgery Residency","authors":"Rami Elmorsi MD ,&nbsp;Layne Raborn MD ,&nbsp;Brandon T. Smith MD, MS ,&nbsp;Malke Asaad MD ,&nbsp;Francesco M. Egro MD, MSc, MRCS","doi":"10.1016/j.jsurg.2024.103317","DOIUrl":"10.1016/j.jsurg.2024.103317","url":null,"abstract":"<div><h3>Introduction</h3><div>Significant efforts during the past decades have led to growing racial diversity in the field, resulting in more underrepresented minorities (URM) in training. To highlight areas for improving URM inclusion and training, we sought to pinpoint educational and achievement gaps among URMs in contrast to White and Asian trainees.</div></div><div><h3>Methods</h3><div>In this cross-sectional study, publicly accessible records were assessed for data on trainees' education, research, location, and race, comparing URMs (Black, Hispanic, Hawaiian, Native American) to White and Asian trainees.</div></div><div><h3>Results</h3><div>Among 1092 trainees across 95 programs (950 integrated and 142 independent), Whites and Asians comprised 94.2%, while URMs (Blacks, Hispanics, and Others) made up 5.8%. Compared to U.S. medical students, there was a 21.4% increase in Whites and 1.2% in Asians, with a 3.9% and 4.3% decrease in Blacks and Hispanics, respectively. Comparable proportions graduated from medical schools with affiliated residency programs, matched at their schools, or pursued alternative pathways. URMs were all allopathic graduates, had more advanced degrees, with significantly more MBAs (p=0.024). A higher proportion of URMs trained in independent programs (p=0.003) and were distributed towards Southern and Midwestern programs (p=0.021). URMs had fewer citations (p=0.047), though publications and Hirsch index were comparable.</div></div><div><h3>Conclusions</h3><div>Our analysis identifies a remediable issue, offering avenues for improved racial representation. Early pre-match mentorship remains the key intervention to diversify the field by effectively guiding match strategies for URMs. This is evidenced by fewer citations among URM trainees albeit comparable research backgrounds higher prevenance of advanced degrees, particularly MBAs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 2","pages":"Article 103317"},"PeriodicalIF":2.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142848717","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":"Evaluating the Impact of Surgical Residents on Hospital Quality and Operational Metrics","authors":"Samantha Scarola DO,&nbsp;Linda Morrison,&nbsp;Alex Gandsas MD, MBA,&nbsp;Mitchell Cahan MD, MBA,&nbsp;Justin Turcotte PhD,&nbsp;Adam Weltz MD","doi":"10.1016/j.jsurg.2024.103374","DOIUrl":"10.1016/j.jsurg.2024.103374","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>The purpose of this study is to conduct a follow up analysis comparing operational and quality measures of the pre-residency period with those of a mature program comprised of a full cohort of 15 residents, with 3 residents in each post graduate year (PGY) 1-5.</div></div><div><h3>DESIGN</h3><div>A retrospective review of 25,900 surgeries performed by the general, breast, plastics, thoracic, and vascular services at a single regional medical center was performed and surgeries were classified as pre-residency period and residency period. Independent variables included patient demographics, comorbidity burden, emergency department arrivals, and outcomes of interest included daily elective case volume, the percent of cases performed during ‘off-hours’ (defined as 7p-7a), operating room (OR) and procedure minutes, average length of stay (LOS), average total hospital charges, rates of 30-day return to OR (ROR), ED visits, and readmissions, and patient satisfaction. Univariate and multivariate analysis performed to compare pre-residency period outcomes with residency period outcomes.</div></div><div><h3>SETTING</h3><div>Luminis Health Anne Arundel Medical Center, Annapolis, Maryland, a community hospital and tertiary care center, home to 3 graduate medical education programs.</div></div><div><h3>PARTICIPANTS</h3><div>25,900 surgical cases performed by the general, breast, plastics, thoracic, and vascular services.</div></div><div><h3>RESULTS</h3><div>25,900 surgeries reviewed and with a full complement of residents the odds of cases being performed off hours increased by 14.5%, odds of 30-day return to the OR decreased by 23.9%, and odds of 30-day readmission decreased by 17.1%. Additionally, length of stay was decreased by ½ day. OR time and procedure time both increased after the addition of a full resident complement. All of these findings were of statistical significance.</div></div><div><h3>CONCLUSIONS</h3><div>Surgical residents appear to enhance the value of surgical care delivered to patients by improving outcomes without increasing costs, as well as improving the availability of emergency surgical care.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 2","pages":"Article 103374"},"PeriodicalIF":2.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142911299","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 Impact of Interactions with Nonsurgical Staff on the Surgical Resident Experience in the Nonoperative Clinical Learning Environment: A Qualitative Study","authors":"Edward Linn BS ,&nbsp;Justin Perez BS ,&nbsp;Maureen Winkowski BS ,&nbsp;Rana M. Higgins MD ,&nbsp;Matthew I. Goldblatt MD ,&nbsp;Katinka Hooyer PhD, MS ,&nbsp;Sophie Dream MD, MPH","doi":"10.1016/j.jsurg.2024.103376","DOIUrl":"10.1016/j.jsurg.2024.103376","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Residents interact, collaborate with, and learn from nurses, advanced practice providers, and physicians in multiple specialties. Both positive and negative experiences in the clinical workspace can affect residents' well-being, their ability to learn, and their development into effective, independent physicians. The aim of this study is to evaluate the general surgery resident experience in the nonsurgical clinical learning environment to identify how interactions outside of the operating room affect resident well-being and their ability to learn. We hypothesize that surgical resident experience is impacted by nonoperative interactions with nonsurgical faculty and staff.</div></div><div><h3>METHODS</h3><div>Qualitative semi-structured interviews of 6 residents were performed to understand the impact of resident interactions with nonsurgical staff on their learning experience. Interviews were conducted virtually, transcribed verbatim, and de-identified. Two team members independently reviewed and coded interviews using thematic coding. Codes were then audited, and themes were identified.</div></div><div><h3>RESULTS</h3><div>Three major themes were identified, all of which highlighted the significance of resident interactions with other services. Communication barriers limit successful and positive resident experiences, with residents especially highlighting communication over the phone as a source of negative experiences. Preconceived perceptions of surgeons from others can lead to negative interactions. Finally, conflicting specialty goals and cultures can lead to challenges in resident training.</div></div><div><h3>CONCLUSION</h3><div>The surgical resident experience in the nonsurgical clinical learning environment is an integral part of resident training. The interactions outside of their surgical training environment play a role in well-being and their training experience. Improving communication skills across departments and a better-developed understanding of interdepartmental goals and cultures can lead to an improved training experience for general surgery residents.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 2","pages":"Article 103376"},"PeriodicalIF":2.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904585","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 Surgical Education Checklist as an Adjunct to Training in the Operating Theatre: The Surgeons’ Experience","authors":"Elizabeth Poppy Redman ,&nbsp;William Spence","doi":"10.1016/j.jsurg.2024.103377","DOIUrl":"10.1016/j.jsurg.2024.103377","url":null,"abstract":"<div><h3>BACKGROUND</h3><div>An important aspect of surgical training occurs within the operating theatre. However, access to learning opportunities in this environment has been compromised by issues including reduced working hours and the COVID pandemic. Every training opportunity that does exist, therefore, needs to be maximized. The Surgical Education Checklist (SEC) is a tool that has been designed with the ambition of improving the quality and consistency of education-focused discussions in the operating theatre. The aim of this research was to explore the lived experience of surgeons who have used the SEC in practice.</div></div><div><h3>METHODOLOGY</h3><div>Phenomenological methodology, using purposive sampling, was employed. Seven semi-structured interviews were conducted via Zoom with participants, all of whom were consultant surgeons who had used the SEC. Reflective thematic analysis was used to identify key themes.</div></div><div><h3>RESULTS</h3><div>Four key themes were generated: the checklist formalizes the intuitive, the trainee-trainer relationship is central to the experience, preoperative discussion improves learning, and routine feedback is ideal but difficult.</div></div><div><h3>DISCUSSION</h3><div>Introducing the SEC to the operating theatre may improve the quality and consistency of education-focused discussions, such as preoperative goal setting and postoperative feedback, by providing structure for these conversations as well as a prompt to have the discussion at all. The trainee-trainer relationship is at the core of these behaviors. Trainers acknowledge the uncertainty that can impede trainees and that a tool such as this may help enable trainees to be more assertive regarding their educational needs and become more confident in the eyes of the trainer.</div><div>If the SEC were widely implemented, it may help standardize good practice so that all surgeons, not just the natural educators, can deliver this for their trainees and provide trainees with a tool to help them be assertive about their training needs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 2","pages":"Article 103377"},"PeriodicalIF":2.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904604","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 a Validated Assessment Tool to Compare Autonomy and Operative Performance Between Surgical Residency Programs","authors":"E. Joy Trimble MD ,&nbsp;Kenneth Stewart Phd ,&nbsp;Pawan Acharya ,&nbsp;Stephen Clayton MD ,&nbsp;Jason Lees MD ,&nbsp;Kristina Booth MD","doi":"10.1016/j.jsurg.2025.103432","DOIUrl":"10.1016/j.jsurg.2025.103432","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;PURPOSE&lt;/h3&gt;&lt;div&gt;Every residency has the responsibility to determine the competency of its residents and their readiness to practice after graduation, but few objective tools exist to assess residents. The Zwisch grading scale is a validated assessment tool for operative performance which has been incorporated into a smartphone application, called System for Improving and Measuring Procedural Learning (SIMPL). This application allows residents and attendings to evaluate a resident's performance in real time. Since its implementation there have been no studies that have compared scores across all participating general surgery programs in order to identify if varying procedure difficulty affect supervision and performance ratings amongst programs overall.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;METHODS&lt;/h3&gt;&lt;div&gt;The SIMPL database was queried for attending ratings for Post Graduate Year (PGY 1-5). Meaningful autonomy (MA) was defined as passive help or supervision only and satisfactory performance (SP) was defined as practice ready or exceptional. Procedures were classified as “core” or “advanced” based on the American Board of Surgery Surgical Council on Resident Education (SCORE) criteria. Work relative value units (wRVU) obtained from the Centers for Medicare &amp; Medicaid services data were matched to procedures and categorized into 3 groups (&lt;13.07, 13.07-22, &gt;22) based on previous work. Proportions of advanced and high wRVU (&gt;22) procedures were calculated for each program and PGY and matched back to each corresponding evaluation as potential proxies to resident exposure to more complex operations. All evaluations were divided into quintiles based on the corresponding program's proportion of advanced and high wRVU procedures. Data were summarized using descriptive statistics and generalized estimating equations (GEE) logistic regression models were used to assess whether program proportions of advanced or high wRVU procedures are predictive of MA or SP overall and among PGY 5 residents.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;RESULTS&lt;/h3&gt;&lt;div&gt;Overall, proportions across programs ranged from 2.2% to 32.5% (mean 12.4%) and 2.4%-22.9% (mean 11.9%) for advanced or high wRVU procedures respectively. Across PGY levels, the mean proportion of advanced (7.6, 9.6, 13.1, 13.4, 14.2) and high wRVU (4.4, 6.5, 9.8, 15.3, 19.8) procedures increased with each step in PGY. In descriptive analyses of the entire group, lower numbers of MA and SP were noted with increasing proportions of advanced/high RVU. The relationship was similar for all core procedures and when limited to PGY 5 residents, however it was not entirely consistent and showed no association with advanced procedures. Similarly, in the models lower adjusted odds of MA and SP were noted for evaluations from programs with higher proportions of advanced or high wRVU procedures for the overall group but this was less consistent when limited to PGY 5 residents and even more variable when limited to advanced procedures (&lt;s","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103432"},"PeriodicalIF":2.6,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076768","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":"Cutting Through Stereotypes: A Scoping Review of Preclinical Medical Student Perceptions of Surgery","authors":"Justin B. Fong BA ,&nbsp;Helen A. Thomason MS ,&nbsp;Meredith J. Sorensen MD, MS","doi":"10.1016/j.jsurg.2025.103438","DOIUrl":"10.1016/j.jsurg.2025.103438","url":null,"abstract":"<div><h3>INTRODUCTION</h3><div>Medical students enter clerkships with preconceived notions of the culture, attitudes, and behavior of surgeons and the field of surgery. These preconceived notions may contribute to student anxiety regarding surgery clerkship and ultimately influence career exploration. With the pervasive changes in the surgical workplace over the past 2 decades, we seek to understand the current state of the literature regarding medical students’ perceptions of the surgical clerkship, surgeons, and the field of surgery.</div></div><div><h3>METHODS</h3><div>A comprehensive literature review was performed using the electronic databases Medline, Scopus, and Web of Science. We included studies involving US allopathic preclinical medical student perceptions of surgical education, surgery as a field of medicine, and surgeons as physicians. Following the PRISMA guidelines for scoping reviews, 2316 abstracts were identified, and 25 studies were included.</div></div><div><h3>RESULTS</h3><div>We included 25 studies and collected 3 broad student perspectives: student perceptions of surgeons, the surgical clerkship, and surgery as a career. The review identified relevant themes within each perspective. Themes included work life balance, student mistreatment, student education, racial and sexual minority acceptance, competitiveness, and anxiety regarding the surgery clerkship.</div></div><div><h3>CONCLUSION</h3><div>The results of this review suggest that preclinical medical students have overall negative perceptions of surgery, surgeons, and the surgical clerkship, but the origins of these perceptions remain unclear. Understanding the preconceived notions of preclinical students may lead to earlier interventions that could prevent negative stereotypes directed toward surgeons and surgery as a field.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103438"},"PeriodicalIF":2.6,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076791","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":"Are Age, Sex, or Race and Ethnicity Associated With Performance on the OBGYN NBME Exam and Clerkship?","authors":"Katerina Shvartsman MD ,&nbsp;Sami A. Abuhamdeh PhD ,&nbsp;Ting Dong PhD ,&nbsp;Monica Lutgendorf MD ,&nbsp;Logan Peterson MD ,&nbsp;Alexander Ulfers DO ,&nbsp;Steven Durning MD, PhD, MACP","doi":"10.1016/j.jsurg.2025.103440","DOIUrl":"10.1016/j.jsurg.2025.103440","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>We sought to evaluate the association of demographic variables—sex, age, and race/ethnicity—on the OBGYN National Board of Medical Examiners (NBME) subject exam scores and clerkship final grades to identify potential disparities that could impact residency matches.</div></div><div><h3>DESIGN</h3><div>This retrospective study included 1550 students from a single medical school, spanning graduating classes from 2015 to 2024. Statistical analyses were conducted to examine differences in the OBGYN NBME scores and grades as a function of age, sex, ethnicity, and preclerkship performance.</div></div><div><h3>SETTING</h3><div>Uniformed Services University of Health Sciences</div></div><div><h3>PARTICIPANTS</h3><div>All clerkship level medical students (1550) over a 10 year period.</div></div><div><h3>RESULTS</h3><div>Results indicated that younger students performed better on the OBGYN NBME exam, with a negative correlation between age and NBME scores (<em>r</em> = -.15, p &lt; 0.001). Women outperformed men on the NBME exam (<em>d</em> = 0.23) and had higher final OBGYN grades than men. Analysis by race and ethnicity showed that nonunderrepresented in medicine races and ethnicities (NUIM) scored significantly higher than underrepresented in medicine (UIM) on the NBME exam (<em>d</em> = 0.34). However, when controlling for preclerkship performance, no significant differences were observed between ethnic groups.</div></div><div><h3>CONCLUSIONS</h3><div>These findings highlight the need for residency programs to consider demographic influences on standardized test performance. Clerkship directors may need to evaluate grading rubrics and the weight given to NBME scores to ensure fair assessment and support for all students, particularly those from UIM backgrounds. Further research is needed to explore the underlying factors contributing to these disparities and to develop strategies to mitigate them.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103440"},"PeriodicalIF":2.6,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076790","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)00034-0","DOIUrl":"10.1016/S1931-7204(25)00034-0","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 3","pages":"Article 103453"},"PeriodicalIF":2.6,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143158210","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}