Journal of Surgical Education最新文献

{"title":"Project Synapse: Efficacy of a Youth Outreach Program to Increase Diversity in Neurosurgery","authors":"Rya Muller BA,&nbsp;Aaron Palmer MD,&nbsp;Aruna Ganju MD","doi":"10.1016/j.jsurg.2024.103407","DOIUrl":"10.1016/j.jsurg.2024.103407","url":null,"abstract":"<div><h3>Background</h3><div>There is a lack of diversity within neurosurgery; in 2019, only 12%, 4%, and 5% of neurosurgeons identify as female, black, and Latinx respectively. Project Synapse, a youth outreach initiative, aims to diversify the neurosurgical workforce by exposing youth from underrepresented minority (URM) backgrounds to neurosurgery. The purpose of this manuscript is to describe the outcomes of the first 2 years of Project Synapse.</div></div><div><h3>Methods</h3><div>Project Synapse hosted 7, 1-hour educational sessions; 457 middle and high school students from 17 Chicago schools participated. Prior to the workshop, students completed a survey containing 6-8 Likert-scale questions evaluating student attitudes towards medicine/neurosurgery and 5 true/false neuroscience knowledge questions. The survey was readministered postsession and scores were compared. Demographic information was captured.</div></div><div><h3>Results</h3><div>86% of participants identified as people of color, 14% as Hispanic or Latino and 63% as Female. Compared to pre-session, middle school students were significantly more likely to be interested in neuroscience (p = 0.042) and becoming a neurosurgeon (p = 0.004). High school students were significantly more likely to indicate interest in neuroscience (p = 0.018) and neurosurgery (p = 0.015), as well as familiarity with the career pathway to becoming a doctor (p = 0.018) and a neurosurgeon (p &lt; 0.001). Student neuroscience knowledge significantly increased for both middle (p &lt; 0.001) and high school (p &lt; 0.001) students.</div></div><div><h3>Conclusions</h3><div>Physician-led neuroscience educational events can provide novel learning opportunities for URM students. Educational events for middle school students offer the potential to engage youth as their foundational career opinions are forming.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103407"},"PeriodicalIF":2.6,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143049151","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":"“At the Table or Behind the Curtain”:A Randomized Study to Evaluate the Influence of Students’ Position in Theatre-Based Learning","authors":"Thilo Sprenger MD ,&nbsp;Felix Beucher MD ,&nbsp;Martin Reichert MD ,&nbsp;Anca-Laura Amati MD ,&nbsp;Christopher Tuffs MD ,&nbsp;Martin Schneider MD ,&nbsp;Anne Kauffels MD, MME","doi":"10.1016/j.jsurg.2025.103436","DOIUrl":"10.1016/j.jsurg.2025.103436","url":null,"abstract":"<div><h3>OBJECTIVES</h3><div>The influence of students’ positioning within the theatre on their learning progress is unknown. The present study aimed to investigate whether position of undergraduate medical students in the operating theatre—at the operating table or behind surgical drapes—influences their learning.</div></div><div><h3>DESIGN SETTING AND PARTICIPANTS</h3><div>We conducted a single-blind prospective randomized study with 2 parallel arms. Undergraduate medical students allocated to the operating theatre in the course of the regular surgical curriculum were invited to participate. Participants were randomly assigned to either a position at the operating table, or behind surgical drapes during a visit to the operating theatre. After surgery, the students prepared sketches of essential procedural steps, which were evaluated by 3 independent surgeons using a predefined scoring system in a blinded fashion. Additionally, students were asked to answer a questionnaire for comparative self-assessment of pre- and postvisit knowledge concerning 4 aspects: routines within the theatre, sterile behaviour, essential procedural steps of the surgery and insight into the work of a surgical resident.</div></div><div><h3>RESULTS</h3><div>In total, 84 sketches and questionnaires (= 42 surgeries) were evaluated. Sketches prepared by the group positioned at the operating table reached significantly higher scores with regard to the essential procedural steps of the surgery (p = 0.012). Comparative self-assessment revealed a significant learning progress, with no significant difference between the groups.</div></div><div><h3>CONCLUSIONS</h3><div>Visiting the operating theatre significantly improved undergraduate medical students’ understanding of procedural steps and theatre-specific routines regardless of the position within the theatre. However, specific knowledge of surgical procedures is significantly was enhanced when students are positioned at the operating table rather than behind the surgical drapes. Appropriate structures, enabling involvement of students directly at the operating table, should be enforced in hospitals partaking in undergraduate surgical education.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103436"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143043954","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":"Beyond Mentorship: Walking the Talk Through Sponsorship to Support Women in Academic Surgery","authors":"Mayte Bryce-Alberti MD","doi":"10.1016/j.jsurg.2025.103437","DOIUrl":"10.1016/j.jsurg.2025.103437","url":null,"abstract":"<div><div>Sponsorship is gaining recognition in academic surgery as an essential advancement beyond mentorship, particularly for women. While mentorship focuses on building the relationship between mentor and mentee to provide guidance, advice, and coaching, sponsorship entails more active involvement and buy-in from the senior towards the performance and growth of the junior. The ABCDs of sponsorship – Amplifying, Boosting, Connecting, and Defending – are powerful, concrete actions that can make a significant impact in the career and life of a future physician. However, throughout most of modern medicine, women have had to be pioneers without more senior women to follow as an example. Hence, building a culture of shared responsibility across all genders to mentor and sponsor women is essential to ensuring equitable access to opportunities.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103437"},"PeriodicalIF":2.6,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Subsequent Fellowship on Urology Chief Resident Case Log Volumes","authors":"Raidizon Mercedes ,&nbsp;Zachary Corey ,&nbsp;Talmadge Gaither ,&nbsp;Erik Lehman ,&nbsp;Gary E. Lemack ,&nbsp;Marisa M. Clifton ,&nbsp;Adam P. Klausner ,&nbsp;Akanksha Mehta ,&nbsp;Humphrey Atiemo ,&nbsp;Richard Lee ,&nbsp;Mathew D. Sorensen ,&nbsp;Ryan Smith ,&nbsp;Jill Buckley ,&nbsp;R. Houston Thompson ,&nbsp;Benjamin N. Breyer ,&nbsp;Gina M. Badalato ,&nbsp;Eric M. Wallen ,&nbsp;Jay D. Raman","doi":"10.1016/j.jsurg.2025.103433","DOIUrl":"10.1016/j.jsurg.2025.103433","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>To characterize the impact of subsequent fellowship on the case log experience of trainees throughout their residency and specifically their chief resident year.</div></div><div><h3>MATERIALS AND METHODS</h3><div>Urology resident case logs from 2010 to 2022 were obtained from 13 institutions for total residency and chief years. Five categorized index procedures were included for analysis: General Urology; Endourology; Reconstructive Urology; Urologic Oncology; and Pediatric Urology. Subsequent fellowship data (yes/no and type) were available for 338. Regression models analyzed the interactions of case log volumes and subsequent fellowship</div></div><div><h3>RESULTS</h3><div>Of the 338 residents, 141 (42%) went onto practice and 197 (58%) completed a fellowship including 53 in oncology, 44 in reconstruction, 43 in endourology, 29 in pediatric, and 28 in another nonindexed domain. A total of 419,353 cases were logged during training, including 125,319 (30%) during the chief resident year. The median number of total cases completed per resident increased irrespective of subsequent fellowship. Conversely, the median number of total cases completed during chief year declined with the slope of decline being significant in those residents not completing a fellowship [slope = −2.44, CI: (−4.66, −0.23), p-value = 0.031]. Temporal trends demonstrated that absence of subsequent fellowship was associated with decrease in chief resident cases across all index domains (p for all &lt; 0.001). The specific type of fellowship, however, had no association with chief year trends.</div></div><div><h3>CONCLUSIONS</h3><div>The median number of chief resident cases has declined, most significantly in those trainees not pursuing a fellowship, possibly reflecting a focus on urology encounters which are not captured in ACGME logs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103433"},"PeriodicalIF":2.6,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030604","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":"Building Surgical Character: A Dynamic Simulation Curriculum for Nontechnical Skills","authors":"Megan N. Happ BA ,&nbsp;T. Clark Howell MD, MSHS ,&nbsp;Kathryn I. Pollak PhD ,&nbsp;Mallory F. Happ BA ,&nbsp;Patrick Georgoff MD ,&nbsp;Palen P. Mallory MD ,&nbsp;Tobias Straube MD ,&nbsp;Jacob A. Greenberg MD ,&nbsp;Elisabeth T. Tracy MD ,&nbsp;Ryan M. Antiel MD, MSME","doi":"10.1016/j.jsurg.2024.103416","DOIUrl":"10.1016/j.jsurg.2024.103416","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;OBJECTIVE&lt;/h3&gt;&lt;div&gt;Previous simulation curricula of nontechnical skills have focused on communication skills or empathy in isolation from technical skills, using feedback from one rater. We aimed to develop and pilot an expanded simulation curriculum focused on situational performance of select character attributes with the goal of determining curricular feasibility, use of a novel psychometric rating tool, and receptivity of curriculum by participants.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;DESIGN&lt;/h3&gt;&lt;div&gt;The simulation consisted of 2 contiguous parts requiring demonstration of both technical and nontechnical skills. Participants received immediate informal feedback on technical skills; nontechnical skills, namely empathy, courage, composure, humility and clarity, were formally assessed by external raters using a novel global psychometric rating tool. They were also assessed by a standardized patient actor using the CARE Measure for empathy and via participant self-assessment. After the simulation, participants completed a self-reflection exercise and individually debriefed with personalized feedback from research team coaches. At completion, participants were invited to complete a post-curriculum survey. Intraclass correlation coefficients (ICC) were calculated to evaluate interrater reliability. Wilcoxon rank-sum tests were conducted to compare median attribute scores of student and resident participants. Post-curriculum feedback was reported with representative quotations and percentages.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;SETTING&lt;/h3&gt;&lt;div&gt;The simulation was piloted in a dedicated simulation center at a tertiary care academic medical center during Spring 2024.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;PARTICIPANTS&lt;/h3&gt;&lt;div&gt;Six general surgery residents and six senior medical students pursuing surgical specialties voluntarily participated.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;RESULTS&lt;/h3&gt;&lt;div&gt;Ten participants (6 students, 4 residents) completed all components of the curriculum. Interrater reliability ranged from fair to excellent (ICC 0.68-0.98) for all attributes excluding Part 1 humility. Significantly higher median scores for resident participants were observed for courage in both parts as well as for Part 1 composure and clarity. Students scored significantly higher on Part 1 humility and Part 2 empathy. The empathy scores using the CARE Measure and our global psychometric rating tool were strongly correlated (&lt;em&gt;r&lt;/em&gt; = 0.75). Participants generally rated themselves higher than external raters. Nearly all participants expressed that these skills are important (10, 100%) and not taught enough during training (9, 90%). Overall participant satisfaction was high.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;CONCLUSIONS&lt;/h3&gt;&lt;div&gt;This expanded simulation curriculum focused on expression of character attributes as nontechnical skills was feasible and well-received by participants. Our global psychometric rating tool demonstrated partial validity as determined by strong correlation with the validated CARE Measure. This curriculum ","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103416"},"PeriodicalIF":2.6,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026262","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":"General Surgery Residents Competence and Autonomy in Core Vascular Surgery Procedures","authors":"Taylor M. Carter MD ,&nbsp;M. Libby Weaver MD ,&nbsp;Ting Sun PhD ,&nbsp;Brigitte Smith MD, MHPE","doi":"10.1016/j.jsurg.2024.103415","DOIUrl":"10.1016/j.jsurg.2024.103415","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>As vascular surgery has become increasingly sub-specialized, the scope of vascular care that general surgeons can be trained to provide has come into question. Thus, we sought to understand the competence and autonomy of general surgery residents (GSR) in core vascular surgery procedures.</div></div><div><h3>DESIGN</h3><div>Three core operations in vascular surgery were identified: lower extremity (LE) amputations, arteriovenous fistula (AVF) creation, and LE embolectomy and thrombectomy (thromboembolectomy). Assessment of GSRs autonomy and performance for these operations were obtained from the System for Improving and Measuring Procedural Learning (SIMPL) application from 2018 to 2022. Data were analyzed using a combination of descriptive statics and chi-square tests. Logistic generalized linear mixed models (GLMM) were also performed.</div></div><div><h3>RESULTS</h3><div>1950 SIMPL operative assessments were analyzed. Senior residents were found to be meaningfully autonomous and competent in 82% (n = 237) and 66% (n = 189) of LE amputation assessments and 50% (n = 225) and 32% (n = 142) of AVF assessments, respectively. The majority of senior residents failed to achieve meaningful autonomy (n = 99, 67%) and competence (n = 116, 80%) for LE thromboembolectomy cases, while the majority of junior and midlevel residents failed to achieve meaningful autonomy and competence for all 3 procedures. For an average case, a senior resident had an 86% (95% CI: 79% - 89%) chance of achieving competence during LE amputation, 41% (95% CI: 43% - 62%) chance during AVF, and 21% (95% CI: 27% - 52%) chance during LE thromboembolectomy.</div></div><div><h3>CONCLUSION</h3><div>In this study, GSR failed to achieve competence and meaningful autonomy for 3 core procedures, including AVF creation. Notably, the creation of an AVF was recently included within the new Entrustable Professional Activities (EPAs) for general surgery. However, the results of this study suggest that GSR will fail to demonstrate the competence needed for entrustment. Training requirements for general surgery residents in vascular surgery may need to be reassessed.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 3","pages":"Article 103415"},"PeriodicalIF":2.6,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training of Administrative Chief Residents: Report of The Association of Program Directors in Surgery Chief Resident Workshop","authors":"Katharine E. Caldwell MD, MSCI ,&nbsp;Dakota T. Thompson MD ,&nbsp;Jasmine C. Walker MD, MPH ,&nbsp;Threshia Malcom MD ,&nbsp;David A. Faber MD ,&nbsp;Jahnavi K. Srinivasan MD ,&nbsp;Julia Shelton MD, MPH ,&nbsp;Jasmeet S. Paul MD","doi":"10.1016/j.jsurg.2024.103410","DOIUrl":"10.1016/j.jsurg.2024.103410","url":null,"abstract":"<div><h3>Objective</h3><div>Surgical administrative chief residents (ACRs) play essential roles in residency training programs, including resident advocates, conflict negotiators, and scheduling managers. Despite their varied and important jobs, surgical ACRs receive very little training or introduction to the role.</div></div><div><h3>Design</h3><div>We describe here the creation and implementation of an Administrative Chief Resident Workshop developed for the Association of Program Directors in Surgery (APDS) to familiarize chief residents with their roles in scheduling and conflict negotiation.</div></div><div><h3>Setting</h3><div>The workshop was implemented at the National APDS Meeting in 2024.</div></div><div><h3>Participants</h3><div>Participants included 65 rising ACRs from residency programs across the United Status.</div></div><div><h3>Results</h3><div>Participants in the workshop were highly satisfied with the workshop content. The majority of participants believed the workshop was an appropriate duration. On follow-up survey conducted six months after the beginning of the ACRs term as administrative chief, nearly all participants strongly agreed the workshop was helpful in their preparation for a position as an ACR.</div></div><div><h3>Conclusion</h3><div>The 90-minute program was greatly successful with good satisfaction from the participants and plans to be continued in future APDS meetings.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 3","pages":"Article 103410"},"PeriodicalIF":2.6,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Orthopaedic Residency Compensation and Cost of Living: Are Orthopaedic Residents Financially Strained?","authors":"Ramón A. Arza BS ,&nbsp;Parshva A. Sanghvi BS ,&nbsp;Adam A. Rizk BA ,&nbsp;Tarun K. Jella BS, MPH ,&nbsp;Thomas E. Kuivila MD ,&nbsp;Glenn D. Wera MD","doi":"10.1016/j.jsurg.2024.103412","DOIUrl":"10.1016/j.jsurg.2024.103412","url":null,"abstract":"<div><h3>Introduction</h3><div>Medical education imposes a financial burden on trainees. Given that cost-of-living varies across geographical regions, understanding its relationship with resident compensation can inform about the finances of residents. We investigated: (1) How does compensation for orthopaedic surgery residents vary across regions? (2) How does compensation for orthopaedic surgery residents vary with respect to cost of living? (3) What is the extent of surplus income for residents after accounting for hours worked? (4) What are the predictors of annual income for orthopaedic residents?</div></div><div><h3>Material and methods</h3><div>Using the American Medical Association FREIDA database, we collected weekly work hours, location, program type, moonlight allowance, and geographic region for 190 nonmilitary orthopaedic programs. We used institutional websites to collect compensation information. We utilized SmartAsset to estimate take-home pay. We collected reputation ranking from Doximity. Lastly, we collected the Required Annual Income (RAI), a proxy for cost of living, and living hourly wage from the MIT Living Wage database for each program. We estimated Surplus Income (SI) and Hourly Surplus Income (HSI).</div></div><div><h3>Results</h3><div>Compensation and take-home pay varied significantly across regions (p &lt; 0.001). Additionally, we found a weak positive correlation between RAI and PGY-1 compensation (R² = 0.34). Pretax SI ranged from $24,600 to $35,200, while HSI hours ranged from $0.27 to $2.86 per hour across PGY levels. Standardized to an 80-hour work week, the HSI ranged from −$2.55 to −$0.37 per hour. Doximity reputation ranking, RAI, and region were significant predictors (&lt;0.001).</div></div><div><h3>Conclusions</h3><div>Despite significant variations across geographic regions, a weak correlation between RAI and compensation indicates that residents in high-cost areas face challenges in offsetting relatively higher expenses. Additionally, our research reveals that orthopaedic residents may be financially strained.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 4","pages":"Article 103412"},"PeriodicalIF":2.6,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018969","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 Targeted Feedback Framework to Move the Needle on Operative Feedback","authors":"Christine Wu MD MMSc ,&nbsp;Douglas S. Smink MD MPH ,&nbsp;Gurjit Sandhu PhD ,&nbsp;Erik K. Alexander MD ,&nbsp;Stephanie L. Nitzschke MD","doi":"10.1016/j.jsurg.2024.103414","DOIUrl":"10.1016/j.jsurg.2024.103414","url":null,"abstract":"<div><h3>Objective</h3><div>Actionable and impactful feedback remains a perpetual challenge in medical education despite extensive efforts to improve the feedback process. A feedback framework was adapted from a validated model and tailored to a single residency program. The purpose of this study was to evaluate the impact of the new feedback framework on the quantity and quality of perioperative feedback amongst surgical residents.</div></div><div><h3>Design</h3><div>A nonrandomized interventional study was conducted in a general surgery residency program at a single academic institution over a 6-month study period. The new ‘Brainstorm’, ‘Focus’, and ‘Recap’ (BFR) feedback framework was introduced to surgical faculty and residents on 2 surgical services. Posters of the framework were displayed in the operating rooms and scrub sinks. Regular reminder emails were sent, and competitions were held to encourage engagement. Pre and postintervention surveys were distributed electronically to all participants.</div></div><div><h3>Setting</h3><div>Brigham and Women's Hospital Department of Surgery in Boston, MA.</div></div><div><h3>Participants</h3><div>A total of 19 faculty and 56 residents inclusive of 2 general surgery services (trauma and acute care surgery; minimally invasive and bariatric surgery).</div></div><div><h3>Results</h3><div>Faculty reported giving more frequent and higher quality feedback than residents reported receiving, before and after the intervention. There was increased satisfaction with technical feedback following the intervention, which was reported by both faculty (27.3%-73.3%, <em>p</em> = 0.01) and upper-level residents (17.7%-54.6%, <em>p</em> = 0.02). Faculty and residents mutually indicated improved overall feedback breadth (faculty 58.2%-78.7%, <em>p</em> = 0.01; residents 41.6%-54.3%, <em>p</em> = 0.03).</div></div><div><h3>Conclusions</h3><div>The introduction of a tailor-made framework that utilizes a structured, shared mental model to promote goal-oriented feedback improved faculty and resident practices and perceptions of perioperative feedback. Nevertheless, a disparity between faculty and resident perceptions persists. More work is needed to overcome the complexities of the surgical learning environment and better align faculty and resident perceptions.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 3","pages":"Article 103414"},"PeriodicalIF":2.6,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018679","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":"Development and Evaluation of a Presenter Coaching Program at an Academic Surgical Conference","authors":"Michael Kochis MD, EdM ,&nbsp;Samantha Ahle MD, MHS ,&nbsp;Melissa Danko MD ,&nbsp;Andreas H. Meier MD, MEd ,&nbsp;Marina Petrulla BA ,&nbsp;David Powell MD ,&nbsp;Jason O. Robertson MD, MS ,&nbsp;Benjamin Zendejas MD, MSc ,&nbsp;Marion C. Henry MD, MPH ,&nbsp;Jason Frischer MD","doi":"10.1016/j.jsurg.2025.103434","DOIUrl":"10.1016/j.jsurg.2025.103434","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>Presenting at academic conferences is an important means of disseminating research, networking, and building a professional reputation, but the quality of presentations at conferences is often suboptimal. This project describes the design, implementation, and evaluation of a presentation coaching program offered by an academic surgical society to presenters at its annual meeting.</div></div><div><h3>DESIGN</h3><div>Oral presenters were paired with a coach and encouraged to meet independently, yet coaching was unstructured. During the conference, program committee members rated all presentations. Afterwards, an online survey collected perspectives about the program from both participants and nonparticipants. Responses were analyzed with summary statistics and inductive coding. Presentation scores among participants and nonparticipants were compared via t-test.</div></div><div><h3>SETTING</h3><div>This project occurred as part of the American Pediatric Surgical Association (APSA) 2024 Annual Meeting.</div></div><div><h3>PARTICIPANTS</h3><div>Senior APSA members were recruited to serve as coaches, and all presenters were invited to participate. Of 164 total presenters, 26 (15.9%) participated in the coaching program and were paired with 24 coaches.</div></div><div><h3>RESULTS</h3><div>Almost all participants (92.3%) were trainees, including students, residents or fellows. The survey had 38 responses (23.2% overall response rate), including 17 participants (65.4%) and 21 non-participants (15.2%). Most participants met with their coach once (58.8%) or twice (29.4%), usually via video call (82.4%). Presenters cited various motivations to participate in the program, and numerous benefits. Nearly all participants (94.1%) were extremely satisfied with their experience in the coaching program. The mean ± standard deviation presentation score among trainees who participated was 3.88 ± 0.45 of 5, compared to 3.79 ± 0.51 among trainees who did not (p = 0.49).</div></div><div><h3>CONCLUSIONS</h3><div>Having senior surgical society members serve as volunteer coaches is a feasible and well-regarded approach to help conference attendees, particularly trainees, prepare for their oral presentations. Participants especially appreciated the opportunity to meet senior society members.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 3","pages":"Article 103434"},"PeriodicalIF":2.6,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143018896","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}