Journal of Surgical Education最新文献

{"title":"Perceptions and the Impact of Early Mentorship of Medical Students in Neurosurgery: A Qualitative Study","authors":"Franciska Otaner ,&nbsp;Abrar Ahmed MD ,&nbsp;Zeel Patel MD ,&nbsp;Farbod Niazi ,&nbsp;Saman Arfaie MDCM ,&nbsp;Sandalia Genus PhD ,&nbsp;Ashish Kumar MBBS, MCh, MSc","doi":"10.1016/j.jsurg.2025.103778","DOIUrl":"10.1016/j.jsurg.2025.103778","url":null,"abstract":"<div><h3>Objective</h3><div>To explore how early exposure influences Canadian medical students’ perceptions of neurosurgery and identify strategies to promote equitable interest and access to neurosurgical careers.</div></div><div><h3>Design</h3><div>A qualitative, multi-institutional study using focus groups, grounded in thematic analysis.</div></div><div><h3>Setting</h3><div>Three Canadian medical schools: Laval University, McGill University, and the University of Toronto.</div></div><div><h3>Participants</h3><div>Six medical students from the participating institutions, representing diverse stages of training and backgrounds, participated in a semi-structured, virtual focus group interview.</div></div><div><h3>Results</h3><div>Three key themes emerged: the role of early exposure to neurosurgery, the impact of gender-related barriers, and the limitations of the current undergraduate medical curricula. Students with early exposure to neurosurgery, through research, mentorship, or clinical shadowing, demonstrated increased interest in the field, greater willingness to pursue neurosurgical electives, and a more nuanced understanding of the specialty. Those without such exposure often held misconceptions about neurosurgery, particularly regarding lifestyle, neurosurgeon personalities, and working conditions. As a result, they tended to miss elective opportunities and felt at a disadvantage when interest in the field developed later. Female participants, in particular, highlighted concerns about work-life balance, family planning, and underrepresentation, which negatively influenced their interest in the field. Across institutions, students described minimal structured exposure to neurosurgery in the preclerkship and clerkship curricula. Suggestions for improvement included earlier and more accessible electives, increased visibility of diverse mentors, funding for research and conference participation, and formal mentorship opportunities to help challenge misconceptions about the field.</div></div><div><h3>Conclusions</h3><div>This is the first multi-institutional qualitative study exploring Canadian medical student perceptions of neurosurgery. Early exposure plays a critical role in shaping interest and reducing misconceptions about the field. Addressing curricular gaps, supporting mentorship, and improving accessibility, especially for underrepresented groups, may help create a more inclusive and informed pathway into neurosurgical careers. These findings support targeted reforms in undergraduate medical education to promote equitable engagement with neurosurgery.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103778"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145552363","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":"Enhancing Outcomes Through High-Fidelity Advanced Life Support Education: An Interdisciplinary Approach to Implementation and Quality Improvement","authors":"Jennifer Peterson DNP, ARNP, ACNP-BC ,&nbsp;Jenelle Badulak MD ,&nbsp;Jordan Surrusco PA-C ,&nbsp;Janet Regan-Baggs DNP, RN, ACNS-BC, CCNS, CCRN ,&nbsp;Megan Robinson RN ,&nbsp;Ruth Rogers MN, RN, CNOR, CHSE ,&nbsp;Joel Green MSN, RN, CCRN-CSC-CMC ,&nbsp;Jenny Garnett MFA, CST ,&nbsp;Kailey Sparks RN ,&nbsp;Melissa Cullen RT ,&nbsp;Allison Chen ,&nbsp;Emeline Wong ,&nbsp;Angela D. Pal PhD, APRN, ACNP-BC, CHSE ,&nbsp;Aaron M. Cheng MD, FACS ,&nbsp;Jay D. Pal MD, PhD","doi":"10.1016/j.jsurg.2025.103764","DOIUrl":"10.1016/j.jsurg.2025.103764","url":null,"abstract":"<div><h3>Objective</h3><div>Cardiac arrest in postcardiac surgery patients presents distinct challenges that standard Advanced Cardiac Life Support (ACLS) protocols may not fully address. Cardiac advanced life support (CALS) provides specialized training to improve recognition and management of these emergencies. We developed and implemented a CALS code process to enhance postarrest outcomes in this patient population.</div></div><div><h3>Methods</h3><div>This study assessed the impact of an interdisciplinary CALS education program on healthcare providers’ knowledge and response capabilities. The program included didactic sessions, high-fidelity simulation exercises, and pre- and post-training assessments. Participants included registered nurses (RNs), advanced practice providers, critical care physicians, pharmacists, respiratory therapists (RTs), and cardiac surgeons. Training included key CALS principles, highlighting differences from standard ACLS protocols. Simulated scenarios reinforced team-based responses, including management of emergent sternotomy. Patient outcomes following cardiac arrest were evaluated before and after implementation of the CALS code process.</div></div><div><h3>Results</h3><div>A total of 141 participants completed training (57 providers, 75 RNs/RTs, and 9 pharmacists). Confidence in the CALS response improved on a 5-point Likert scale (3.08-4.19, <em><u>P</u></em> &lt; .05), when measured as a cohort. Knowledge scores improved from 85% to 95% for providers and from 80% to 90% for RNs/RTs. Postcardiac arrest patient survival showed an improvement after implementation of the CALS-focused educational program but was not statistically significant.</div></div><div><h3>Conclusions</h3><div>A CALS-focused educational program enhanced interdisciplinary team preparedness for postcardiac surgery arrests and led to better patient survival. Additional ongoing multidisciplinary team training may be needed to further demonstrate a sustainable improvement in patient survival.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103764"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145460994","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 Use of Immersive Virtual Reality Surgical Simulation to Increase Medical Student Confidence and Surgical Knowledge in Orthopedics","authors":"Elizabeth Chan BS, BA ,&nbsp;Aghdas Movassaghi BS ,&nbsp;Lana Smith ,&nbsp;Matthew McKinley MBA ,&nbsp;Roya Osswald ,&nbsp;Jocelyn Lubert MD ,&nbsp;Vani J. Sabesan MD","doi":"10.1016/j.jsurg.2025.103791","DOIUrl":"10.1016/j.jsurg.2025.103791","url":null,"abstract":"<div><h3>Introduction</h3><div>Immersive virtual reality surgical simulation (IVRSS) is an innovative and cost-effective tool for surgical training, providing a reusable and standardized platform for skill development. While IVRSS is increasingly used in surgical training, it holds promise for addressing limited early exposure to orthopedic surgery for medical students. This is especially relevant given limited musculoskeletal education and few pre-residency surgical simulation opportunities. This study evaluates the use of IVRSS to introduce medical students to orthopedic surgery and build procedural confidence and knowledge.</div></div><div><h3>Methods</h3><div>A prospective cross-sectional study was conducted with 50 medical students completing a femoral intramedullary nail (IMN) module using the IVRSS Precision OS system. Students completed pre-procedure questionnaires assessing demographics, surgical confidence, and knowledge. After a tutorial video, the participants performed the IMN procedure, after which they completed post-procedure questionnaires. Statistical analysis included Wilcoxon signed-rank and McNemar’s tests to assess paired changes in non-parametric and binary variables, respectively, with significance set at p &lt; 0.05.</div></div><div><h3>Results</h3><div>Fifty students participated (mean age 25.4 ± 1.6 years), with 60% identifying as female. Most were second-year medical students (78%), and over half had no prior orthopedic surgery shadowing experience (52%). Following completion of the module, students demonstrated significant improvement in total knowledge scores (mean 4.76 ± 0.90 to 5.54 ± 0.63; p &lt; 0.001). At the item level, knowledge gains were significant for radiographic views (48%-74%; p = 0.005), deep dissection anatomy (82%-98%; p = 0.010), and post-guidewire surgical steps (66%-88%; p = 0.010). Students also reported improved confidence in identifying reduced fractures (p = 0.012), locating anatomical landmarks (p = 0.041), using the C-arm (p &lt; 0.001), and feeling prepared for surgical rotations (p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>This study highlights IVRSS as an effective tool for enhancing orthopedic knowledge and improving procedural confidence among medical students. By offering structured learning experiences, virtual simulations help bridge gaps in traditional curricula and better prepare students for clinical rotations.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103791"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145617711","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":"Cognitive Load Effect on Intraoperative Learning – A Randomized Trial in Simulation-Based Settings","authors":"Mohammed F. Shaheen MD ,&nbsp;Abdulrahman Alhabeeb MBBS ,&nbsp;Fareeda Mukhtar MBBS ,&nbsp;Jawad Alhabeeb MBBS ,&nbsp;Moustafa Alhamadh MBBS ,&nbsp;Meshal Alothri MBBS ,&nbsp;Rakan Saad Aldusari MBBS ,&nbsp;Raghad Mansour Almunyif MBBS ,&nbsp;Saleh Alnasser MSc","doi":"10.1016/j.jsurg.2025.103729","DOIUrl":"10.1016/j.jsurg.2025.103729","url":null,"abstract":"<div><h3>Background</h3><div>Surgical trainees in the operating room (OR) face numerous stressful distractions, that increase cognitive load (CL) and potentially hinder learning. While the challenging nature of the OR environment is known, its specific effects on CL and knowledge acquisition in the setting of intraoperative teaching remain underexplored. This study addresses this gap.</div></div><div><h3>Methods</h3><div>A randomized controlled trial was conducted with 61 medical students at King Saud bin Abdulaziz University for Health Sciences. Participants were divided into a control group (CG), exposed to a low-stress simulation, and an experimental group (EG), subjected to a noisy OR simulation. Both groups participated in a chest tube insertion scenario with intraoperative teaching. CL was measured subjectively using the Modified Multidimensional Cognitive Load Scale (m-MCLS) and objectively via heart rate monitoring and a tactile response task (TRT). Postsimulation quiz scores assessed knowledge acquisition.</div></div><div><h3>Results</h3><div>The EG exhibited significantly higher extraneous CL due to environmental noise (p &lt; 0.001). Objective measures supported this; the EG showed more skipped TRT responses (19% vs. 5.3%, p &lt; 0.001), indicating attentional lapses. Quiz scores were also lower in the EG (57.4% vs. 67.5%, p = 0.02), reflecting impaired knowledge acquisition. Prior meaningful hands-on exposure improved performance on univariate analysis but lost significance after accounting for group assignment.</div></div><div><h3>Conclusion</h3><div>Simulating a realistic OR environment intensified cognitive load and trainees impaired knowledge acquisition. Incorporating CL management strategies into surgical training may enhance trainee performance and adaptability in similar real-time encounters. Further research should explore optimal simulation realism levels and interventions to mitigate negative impacts on OR knowledge acquisitions.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103729"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145314400","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":"Too Loud to Learn? Communication Barriers, Psychological Safety, and Learning in the Operating Room","authors":"Sarah E. Hughes BA ,&nbsp;Eunice Y. Lee ,&nbsp;Andrew S. Bolze MD ,&nbsp;Michael J. Brenner MD ,&nbsp;Rishindra M. Reddy MD, MBA ,&nbsp;Kyle H. Sheetz MD, MSc","doi":"10.1016/j.jsurg.2025.103766","DOIUrl":"10.1016/j.jsurg.2025.103766","url":null,"abstract":"<div><h3>Objective</h3><div>To assess how medical students experience communication challenges in the operating room (OR), and how these barriers affect psychological safety.</div></div><div><h3>Design</h3><div>Cross-sectional, anonymous survey study.</div></div><div><h3>Setting</h3><div>A single academic medical center in the United States.</div></div><div><h3>Participants</h3><div>Eighty-three medical students who had completed a surgical clerkship and reported OR experience.</div></div><div><h3>Results</h3><div>The majority (73/83, 88.0%) reported difficulty hearing in the OR. Greater hearing difficulty was associated with lower psychological safety (ρ = –0.46, p &lt; 0.001), especially with hierarchy (ρ = –0.44) and comfort seeking clarification (ρ = –0.42). Over two-thirds (68.7%) said hearing difficulty impaired their learning. Nearly 74% reported reduced confidence or sense of belonging. Thematic analysis of free-text responses revealed 7 themes, including fear of judgment, missed opportunities, and concern about career fit.</div></div><div><h3>Conclusions</h3><div>Hearing-related communication barriers in the OR are common among medical students and are linked to reduced psychological safety, confidence, and learning. These findings suggest a need for structural and interpersonal changes to promote accessible, inclusive surgical education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103766"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467129","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":"Innovative Learning in Anatomy Education: Assessing the Impact of Low-Cost 3D Deep Learning Anatomical Models in Museum-Based Instruction","authors":"Bali Sharma PhD,&nbsp;Amani Alhazmi PhD,&nbsp;Nazim Nasir PhD,&nbsp;Beena Bridget PhD","doi":"10.1016/j.jsurg.2025.103748","DOIUrl":"10.1016/j.jsurg.2025.103748","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Anatomy education traditionally relies on cadaveric dissection and static models, which can be costly, ethically complex, and limited in interactivity, hindering students’ ability to grasp clinical correlations and spatial relationships. This study evaluates the effectiveness of a virtual anatomy museum approach, leveraging low-cost, interactive 3D models and deep learning, to enhance clinical reasoning and anatomical understanding among medical undergraduate students.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methodology&lt;/h3&gt;&lt;div&gt;In this non-experimental, observational study, designed as a proof of concept, 40 undergraduate students from the Bachelor of Applied Medical Sciences program at King Khalid University are divided into Target (&lt;em&gt;n&lt;/em&gt; = 20) and Control (&lt;em&gt;n&lt;/em&gt; = 20) groups based on pre-assigned enrolment numbers. The Target Group engages with a web-based virtual anatomy museum platform featuring interactive 3D anatomical models (e.g., brain, spine, knee) in a museum-like environment over a 15-week semester, fostering exploration and clinical understanding. The platform, powered by a PointNeXt deep learning backbone and AnatoVision Block, provided interactive visualization, annotations, and quizzes. The platform provides interactive features, such as rotating models to examine structures like the cerebellum for neurological assessments or the femur for fracture diagnosis, along with clear labels and quizzes. The Control Group receives traditional lecture-based instruction supplemented with 3D-printed anatomical models, serving as a baseline to contextualize the Target Group’s experience rather than a direct comparator, given the qualitative differences between interactive digital and lecture-based approaches with physical models. Post-intervention, students’ clinical reasoning and anatomical proficiency are assessed using case-based questionnaires targeting 5 dimensions: acceptance, clinical problem-solving creativity, motivation, knowledge gain, and communication skills. Students also rate their experience via a 5-point Likert scale questionnaire, providing insights into the platform’s potential to enhance anatomy education in resource-limited settings.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;The Target Group scored significantly higher (mean 4.48 ± 0.66) than the Control Group (mean 3.45 ± 0.70) in overall performance (p &lt; 0.01). Notable improvements were observed in anatomical understanding (95% vs. 65%, p = 0.01), clinical scenario interpretation (90% vs. 70%, p = 0.02), and motivation (85% vs. 50%, p = 0.05). Most Target Group students (92%, &lt;em&gt;n&lt;/em&gt; = 18) agreed that the virtual 3D models enhanced clinical relevance, spatial orientation, and interdisciplinary communication, with 100% recommending its curriculum integration. Technical difficulties were reported by 25% of the Target Group (p = 0.49).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;The virtual anatomy museum approach, utilizing low-cost, interactive 3D models,","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103748"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145446681","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":"Advancing Future Surgeons: Utilization of Surgical Simulation in Medical Student Surgery Clerkships","authors":"Benjamin Thomae BS,&nbsp;Parul Rai BS,&nbsp;Kristof S. Gutowski BS,&nbsp;Jennifer Slota BA,&nbsp;Umer A. Qureshi MEd,&nbsp;Arun K. Gosain MD","doi":"10.1016/j.jsurg.2025.103765","DOIUrl":"10.1016/j.jsurg.2025.103765","url":null,"abstract":"<div><h3>Objective</h3><div>This study evaluates the current integration of simulation-based training (SBT) within core surgical clerkships and sub-internships at U.S. medical schools, comparing usage and identifying areas for improvement.</div></div><div><h3>Design</h3><div>A cross-sectional survey was distributed to third-year surgery clerkship directors and fourth-year general surgery sub-internship directors across U.S. allopathic and osteopathic medical schools. The survey inquired about the use of SBT, including the types of simulations, their frequency, and skill emphasis. Data were analyzed using descriptive statistics and Fisher's exact test.</div></div><div><h3>Setting</h3><div>Data collection was completed via an anonymous Qualtrics survey.</div></div><div><h3>Participants</h3><div>A total of 73 responses were received from 53 of the total 191 institutions contacted, representing a 28% response rate. Respondents included core surgical clerkship directors (<em>n</em> = 46, 63%) and sub-internship directors (<em>n</em> = 27, 37%).</div></div><div><h3>Results</h3><div>The survey revealed that 81% of core clerkships incorporate SBT, compared to 32% of sub-internships (p &lt; 0.001). Core clerkships predominantly utilize low-fidelity models (89%), such as suture pads and basic task trainers, with limited use of high-fidelity models (34%) utilizing advanced technology and effort to create more immersive experiences. Sub-internships primarily use low-fidelity models (100%), but with less integration of SBT overall. Programs incorporating SBT emphasize non-technical skills training more in core clerkships (77%) than in sub-internships (33%) (p = 0.05).</div></div><div><h3>Conclusions</h3><div>SBT is relatively well-established in core surgery clerkships but underutilized in sub-internships, presenting an opportunity to enhance surgical preparedness. Expanding both low- and high-fidelity SBT in sub-internships could address competency gaps noted by program directors. Similarly, increasing SBT for non-technical skills in sub-internships may better prepare students for surgical residency. Future research should explore long-term outcomes and barriers to broader SBT use, particularly for development and use of high-fidelity simulations.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103765"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145461054","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":"Applying a Shame Lens to Understand Surgical Resident Well-Being: A Call for a Mixed Methods Research Agenda to Build Shame Competence","authors":"Steven Thornton MD ,&nbsp;Sophie Korenek BS ,&nbsp;Jacob A. Greenberg MD, EdM ,&nbsp;William Bynum MD, PhD","doi":"10.1016/j.jsurg.2025.103770","DOIUrl":"10.1016/j.jsurg.2025.103770","url":null,"abstract":"<div><div>There is a well-known but incompletely described well-being crisis in surgery. Rates of poor mental health, substance misuse, and self-harm ideation are concerningly high. There is a growing interest in, and a related body of literature seeking to understand, surgical residents’ experiences of shame and how this emotionally complex phenomenon is related to established constructs such as burnout, grit, and depression. These early studies lay an important quantitative foundation for research into the shame experienced during surgical training and connect it to existing intellectual frameworks for understanding the phenomenon. Still, important opportunities exist to advance the rigor with which we conduct quantitative shame research, namely through the newly developed Shame Frequency Questionnaire, yet to be deployed, for studying shame in surgical trainees. Likewise, qualitative studies remain an underutilized area for deep exploration into the nature and meaning of shame experiences in surgical training. Leveraging a mixed methods approach will inform nuanced and relevant ways to apply tools such as shame competence – a framework to guide healthy engagement with shame – within surgical training environments.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103770"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145461056","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":"“Teaching the “Art” of Surgical Communication: What Novel Approaches to Faculty Development Can Bridge the Gap Between Knowing and Doing?”","authors":"Henrique Luis do Carmo e Sá MD, EdD,&nbsp;Maria Emília Farias MD","doi":"10.1016/j.jsurg.2025.103805","DOIUrl":"10.1016/j.jsurg.2025.103805","url":null,"abstract":"<div><div>Teaching the ‘art’ of surgical communication, which encompasses nuanced skills such as empathy and navigating uncertainty, presents a significant challenge in medical education. While structured frameworks are well-taught, a persistent gap exists between knowing communication theory and applying it effectively in practice. This perspective argues that the critical barrier is not a deficit in communication models, but a ‘knowing-doing gap’ within surgical faculty, perpetuated by clinical pressures and the hidden curriculum. Closing this gap requires a fundamental reimagining of faculty development, moving beyond didactic instruction toward transformative, experiential learning. We propose 3 evidence-based directions: 1) deliberate practice using simulated scenarios combined with facilitated, reflective feedback to enhance self-awareness; 2) structured reflective practice through narrative medicine to cultivate empathy and perspective-taking; and 3) in situ peer observation and coaching to transfer skills directly into the clinical environment. By investing in these deep-seated developmental strategies, we can equip faculty to become masterful models of communication, thereby fostering a new generation of surgeons who are not only skilled technicians but also compassionate healers.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103805"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145673372","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":"Patient-Resident Gender Concordance Influences Perceived Communication Quality in Orthopedic Care","authors":"Katherine L. Esser BS ,&nbsp;Kaylee Scarnati BS ,&nbsp;Austin Lawrence BS ,&nbsp;Jennida Chan BS ,&nbsp;David Yatsonsky MD ,&nbsp;Emily Cage MD ,&nbsp;Kristin Toy MD ,&nbsp;Christopher Sanford MD ,&nbsp;Martin Skie MD ,&nbsp;David Sohn MD","doi":"10.1016/j.jsurg.2025.103757","DOIUrl":"10.1016/j.jsurg.2025.103757","url":null,"abstract":"<div><h3>Purpose</h3><div>To assess orthopedic residents’ communication effectiveness via patient-reported surveys and examine the impact of age, race, and gender concordance on patient perceptions.</div></div><div><h3>Methods</h3><div>This prospective observational study was conducted at a single urban academic institution with an orthopedic residency program. Surveys, including a modified Communication Assessment Tool and custom items, were administered during outpatient visits involving orthopedic residents. Demographic data were collected, and nonparametric statistics with multivariable regression were used to analyze associations between patient-resident demographic concordance and communication ratings. Residents with ≥10 surveys were included.</div></div><div><h3>Results</h3><div>Ninety-nine surveys evaluating 11 residents were analyzed. Gender-concordant pairs (e.g., male-male, female-female) received significantly higher communication ratings than discordant pairs (p &lt; 0.05, Cohen’s <em>d</em> = 0.62), with scores tightly clustered near the maximum. Female patients rated communication more understandable than male patients (p &lt; 0.05, <em>d</em> = 0.74). Older patients reported higher satisfaction than younger ones (p &lt; 0.05). Multivariable regression confirmed that gender and racial concordance significantly predicted higher satisfaction (p &lt; 0.05), while discordant combinations (e.g., elderly patients with senior residents, male patients with racially discordant residents) were associated with lower satisfaction.</div></div><div><h3>Conclusion</h3><div>Patient-resident gender and racial concordance correlated with higher communication scores. These findings highlight the value of integrating patient feedback and tailored communication training into residency curricula to foster equitable, effective interactions across diverse patient populations.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103757"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145535149","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}