Journal of Surgical Education最新文献

{"title":"Assessing the Impact of Different Feedback Mechanisms on Suture Skills Acquisition: A Mixed Methods Study Using Phenomenological and Quantitative Analysis","authors":"Nuno Silva Gonçalves MD ,&nbsp;Carlos Collares MD, PhD ,&nbsp;José Miguel Pêgo MD, PhD","doi":"10.1016/j.jsurg.2025.103779","DOIUrl":"10.1016/j.jsurg.2025.103779","url":null,"abstract":"<div><h3>Background</h3><div>Even though suture skills are recognized as important for medical graduates, they are often underdeveloped due to reduced surgical exposure, limited feedback opportunities, and constraints on teaching resources. While various feedback strategies exist to support skill acquisition, comparative evidence on their effectiveness from the learner's perspective is limited.</div></div><div><h3>Objective</h3><div>To assess the impact of 3 feedback modalities: video review alone, video review with structured self-assessment, and video review with expert feedback, on the acquisition of basic suture skills among medical students, using both quantitative and qualitative methods.</div></div><div><h3>Methods</h3><div>Sixty-eight students were randomly assigned to 3 feedback groups (A: video only, B: video + structured self-assessment, and C: video + expert feedback). Each performed a basic suture task (Part A), received group-specific feedback, and repeated the task (Part B). Performances were video-recorded and rated by blinded assessors using a 15-item checklist and a global score. Additionally, thirteen participants from group C completed semi-structured interviews on their feedback experience.</div></div><div><h3>Results</h3><div>The mean global score rose from 3.24 to 3.52 in Group A, 3.46 to 3.63 in Group B, and 3.51 to 3.76 in Group C. ANOVA showed no significant differences between groups (F(2,65) = 0.669, p = 0.516, ηp² = 0.020). Qualitative findings indicated that expert feedback, particularly when combined with video review, significantly enhanced motivation, confidence, and clarity. Group C participants described shifting from “fear of performing sutures” to “confidence,” attributing this to the personalized, emotionally supportive feedback.</div></div><div><h3>Conclusion</h3><div>Although performance outcomes were similar across feedback types, expert feedback offered unique emotional and cognitive benefits. These findings support the integration of structured, learner-centered feedback in surgical training, combining scalability with pedagogical value.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103779"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145558770","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":"Gender Affects Operative Volume and Autonomy for Vascular Surgery Trainees in Australia and Aotearoa New Zealand","authors":"Anastasia Dean MBBS, FRACS ,&nbsp;Meg Beaumont MBChB ,&nbsp;Cameron I Wells MBChB, BMedSc(Hons) ,&nbsp;Manar Khashram PhD, FRACS ,&nbsp;Sarah Joy Aitken FRACS, PhD","doi":"10.1016/j.jsurg.2025.103742","DOIUrl":"10.1016/j.jsurg.2025.103742","url":null,"abstract":"<div><h3>Objective</h3><div>Operative logbooks are frequently used as a surrogate marker for surgical autonomy and technical competency. The primary objective of this study is to analyze differences in open and endovascular arterial surgery exposure and independence according to trainee gender using Vascular Surgery trainee operative logbooks.</div></div><div><h3>Design</h3><div>Cross-sectional quantitative analysis of endovascular and open arterial procedures (carotid, lower limb, and aortic) recorded in operative logbooks between 2015 and 2022 for all Australian and New Zealand Vascular Surgery trainees was performed.</div></div><div><h3>Setting</h3><div>Centralized, bi-national vascular surgery training program in Australia and New Zealand</div></div><div><h3>Participants</h3><div>Logbook data from 99 trainees (77 men, 22 women) were analyzed, amounting to 312 training years.</div></div><div><h3>Results</h3><div>Overall, men did significantly more open cases per year compared with women (median 190 vs. 159.5, p &lt; 0.001), and were more likely to be primary surgeon (median 142 vs. 117, p &lt; 0.001). There was no significant gender difference in overall volume of endovascular cases per year (median 140 vs. 139, p = 0.24) or as primary surgeon (median 108 vs. 93.5, p = 0.10). Compared to men, women trainees performed less procedural volume overall and less as primary surgeon, for both open and endovascular aortic surgery. The volume of carotid and peripheral surgery was less for women than men, but there were no statistically significant gender differences in being primary surgeon for these procedures. Across all major arterial cases, the likelihood of a trainee being primary surgeon progressively increased with year of training (5th Year versus 1st Year, aOR 7.34, 95% CI 6.37-8.45, p &lt; 0.001) but was unchanged by trainee gender.</div></div><div><h3>Conclusions</h3><div>Women in vascular surgery training performed lower volumes of aortic and carotid surgery than men, with less opportunities to be primary surgeon. These findings likely reflect a combination of entrustment bias, limited mentorship, and differences in learning environments rather than trainee preference or capability.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103742"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145350755","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":"Adapting to Change: Proposed Next Steps for an Evolving and More Inclusive American Board of Surgery Examination Paradigm","authors":"Sophie Dream MD, MPH, FACS ,&nbsp;Patrica Martinez Quinones MD, PhD ,&nbsp;Helen M. Johnson MD ,&nbsp;Chantal Reyna MD FACS ,&nbsp;Lisa K. Cannada MD, FAAOS, FAOA, FACS ,&nbsp;Maria S. Altieri MD, MS, FACS ,&nbsp;Mecker G. Möller MD, FACS, MAMSE ,&nbsp;Association of Women Surgeons Publication Committee","doi":"10.1016/j.jsurg.2025.103774","DOIUrl":"10.1016/j.jsurg.2025.103774","url":null,"abstract":"<div><div>Since its foundation in 1937, the American Board of Surgery (ABS) has provided board certification for surgeons who have met rigorous standards of education, training, and professional requirements in general surgery. The ABS regulates the administration of standardized testing for general surgeons, which includes the two board certification exams - the General Surgery Qualifying Examination (QE) and the General Surgery Certifying Examination (CE) - the ABS In-Training Examination (ABSITE), and the Continuous Certification Assessment (CCA). These exams are offered annually on very select dates, and no formal policy exists for exceptions. As trainees and early-career surgeons may experience various life events during these fixed times, we call on the ABS to consider additional flexibility in written exam scheduling, including the ABSITE and QE, to mitigate the potential negative effects of major life events on an individual’s surgical career.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103774"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145566851","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":"Diversity in Surgery: Ethnic, Gender, and LGBTQ+ Representations Among United Kingdom Surgical Residents and Consultants","authors":"JK Seehra ,&nbsp;R Ellis ,&nbsp;B Doleman ,&nbsp;E McLarty ,&nbsp;JN Lund","doi":"10.1016/j.jsurg.2025.103761","DOIUrl":"10.1016/j.jsurg.2025.103761","url":null,"abstract":"<div><h3>Background</h3><div>Diversity within the surgical workforce is not just a matter of equity, but a determinant of quality in patient care. Studies consistently show that diverse healthcare teams achieve better outcomes, higher patient satisfaction, and improved team functioning. By asking users of the Intercollegiate Surgical Curriculum Programme (ISCP) to complete a survey on demographic characteristics we have been able to report diversity amongst surgical trainees and consultant trainers in the UK and Republic of Ireland for the first time.</div></div><div><h3>Methods</h3><div>A retrospective cross-sectional analysis of anonymized data from the Joint Committee on Surgical Training (JCST) and ISCP compared trainee and consultant trainer demographics against 2021 UK ONS Census benchmarks. Descriptive statistics, χ² tests and Fisher’s exact tests (p &lt; 0.05) were used.</div></div><div><h3>Results</h3><div>Responses of 7906 trainees and 7621 consultant trainers were analyzed. There was underrepresentation of people with white ethnicity relative to the general population. Trainees had a higher Shannon Diversity Index than consultants overall (0.84 vs 0.72), with differences seen between specialties. Ethnic overrepresentation of Asian and Other/Chinese groups were consistent across all groups. Women were underrepresented in the majority of specialties, as were those identifying as LGBTQ+ amongst consultants relative to the general population. Trainee diversity more closely mirrored census data than consultant trainers.</div></div><div><h3>Conclusions</h3><div>Whilst diverse, surgeons have significantly different demographics compared to the general population. Women are underrepresented in the surgical workforce. Annual data reporting, targeted interventions, specialty-specific mentoring and inclusive recruitment, may support in bringing consultant demographics towards representation of the population they serve.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103761"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145446750","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":"Safely Debriefing Unexpected Simulation Death: How We Did It","authors":"Joseph C. L’Huillier MD, MS-HPEd ,&nbsp;Sasha M. Ulrich MD ,&nbsp;Sarah A. Jung PhD ,&nbsp;Ann P. O’Rourke MD, MPH, FACS ,&nbsp;Amy E. Liepert MD, FACS","doi":"10.1016/j.jsurg.2025.103760","DOIUrl":"10.1016/j.jsurg.2025.103760","url":null,"abstract":"<div><h3>Purpose</h3><div>Medical students feel inadequately prepared to cope with patient death. Simulation training may provide learners with the opportunity to experience death in a safe environment with a structured debriefing.</div></div><div><h3>Methods</h3><div>Nineteen fourth-year medical students who matched into surgical specialties participated in a 2-week surgical intern preparatory course. During an individual surgical decision-making simulation, 6 learners experienced unexpected patient death at the hands of a facilitator who deviated from the simulation script. Subjectively, these learners displayed high anxiety before the debriefing. Objectively, their self-reported anxiety after the structured debriefing was similar to the self-reported anxiety of learners who did not experience simulation death.</div></div><div><h3>Results</h3><div>We formalized a bi-directional debriefing instrument using the Gather Analyze Summarize (GAS) model as a framework. We recognized that learners who experienced simulation death need to debrief on 2 aspects of the simulation: 1) Simulation death and 2) Scientific content.</div></div><div><h3>Conclusion</h3><div>Our unexpected experience with simulation death led to the development of a debriefing tool that can be used by other surgical educators. Learning how to process the ensuing emotional response to patient death in simulation may benefit trainees provided they undergo a structured debriefing.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103760"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145454421","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":"Parenting in Surgery: A Structured Initiative to Support Surgeons Navigating Pregnancy and Early Parenthood During Training","authors":"Alyssa Zhou BS ,&nbsp;Kelsey Ogomori MD ,&nbsp;Alexis Colley MD, MS ,&nbsp;Julie Ann Sosa MD, MA ,&nbsp;Madhulika G. Varma MD ,&nbsp;Lucy Z. Kornblith MD ,&nbsp;Ava Yap MD ,&nbsp;Karen Trang MD ,&nbsp;Lan Vu MD, MAS","doi":"10.1016/j.jsurg.2025.103793","DOIUrl":"10.1016/j.jsurg.2025.103793","url":null,"abstract":"<div><h3>Objective</h3><div>We sought to explore key obstacles faced by surgical trainees navigating pregnancy and early parenthood, identify opportunities for improved programmatic support, and assess the effectiveness of our institution’s Parenting in Surgery initiative in addressing these challenges.</div></div><div><h3>Design</h3><div>In this sequential exploratory mixed methods study, we conducted semi-structured interviews with surgical trainees and junior faculty who were parents or expectant parents. The “Parenting in Surgery” initiative was developed to address concerns identified by interviewees. A postimplementation survey assessing perceptions of parenting during training was sent to all surgical residents 17 months after initiative launch.</div></div><div><h3>Setting</h3><div>This study was conducted at a large, urban academic medical center.</div></div><div><h3>Participants</h3><div>Thirteen trainees and junior faculty participated in semi-structured interviews. Seventeen trainees completed the postimplementation survey.</div></div><div><h3>Results</h3><div>Interviewees identified 5 themes: (1) Fear of appearing weak results in reticence to ask for help; (2) Physical demands of pregnancy vary for individuals; (3) Challenges during the postpartum period are often overlooked; (4) Emotional challenges are unspoken and isolating; and (5) Financial and logistical obstacles create an additional layer of stress. In the postimplementation survey, participants were most concerned about having a healthy pregnancy and child, managing the workload of residency, and the financial strain of family planning and parenting. While 71% felt comfortable confiding in co-residents or faculty, only 35% thought the program’s infrastructure provides support. Knowledge of existing resources was mixed, with 60% and 24% of respondents reporting knowing where to access family leave and family planning information, respectively. 40% of respondents were aware of childcare resources.</div></div><div><h3>Conclusions</h3><div>This study highlights persistent gaps in institutional support for surgical trainees becoming parents. The Parenting in Surgery initiative provides structured protocols and resources, however additional efforts are needed to effectively increase awareness. Ongoing evaluation is critical for ensuring these initiatives adequately support trainees and foster long-term satisfaction.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103793"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571768","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":"Corrigendum to Standardizing Pediatric Facial Laceration Management to Advance Equity and Education, J Surg Educ, 82, 9, 2025, 103613","authors":"Ogonna N. Nnamani Silva ,&nbsp;David M. Mills ,&nbsp;Eric W. Fleegler ,&nbsp;Jason A. Levy ,&nbsp;John G. Meara ,&nbsp;Andrew F. Miller ,&nbsp;Ingrid M. Ganske","doi":"10.1016/j.jsurg.2025.103772","DOIUrl":"10.1016/j.jsurg.2025.103772","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103772"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472574","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":"Honing the Cutting Edge of Physician Assistant Surgical Education in the US Military: A Curriculum Update Using Kern’s Approach and a Modified Delphi Method","authors":"Robyn L. Chalupa DSc, PA-C,&nbsp;Ryan A. McMahon DSc, PA-C,&nbsp;Lenard W. Tol DSc, PA-C,&nbsp;Julie A. Rizzo MD,&nbsp;Matthew S. Douglas DSc, PA-C","doi":"10.1016/j.jsurg.2025.103767","DOIUrl":"10.1016/j.jsurg.2025.103767","url":null,"abstract":"<div><div>The US Army–Baylor University Doctor of Science in Physician Assistant Studies—General Surgery program was developed to address a shortage of trauma- and critical care–trained providers for combat operations. While the original program closed, a restructured version launched in 2013 to provide postgraduate specialty training for military physician assistants focused on battlefield and critical care needs.</div></div><div><h3>Problem</h3><div>Despite growth in postgraduate physician assistant fellowships, surgical curricula remain inconsistent, making it difficult to validate training and align outcomes with surgeon expectations.</div></div><div><h3>Approach</h3><div>We applied Kern’s six-step model for curriculum development and used a modified Delphi method to reach consensus among military surgeons on the clinical skills and competencies expected of graduates. Two survey rounds prioritized procedural skills and mapped performance expectations to Accreditation Council for Graduate Medical Education surgery milestones.</div></div><div><h3>Outcomes</h3><div>The resulting 18-month curriculum integrates extensive clinical experience, structured didactic and lab time, and a mentored research project. Surgeons identified central line placement, chest tube insertion, laceration repair, surgical airways, ventilator management, triage, resuscitation, and fracture management as essential skills. They expected trained physician assistants to function at Accreditation Council for Graduate Medical Education surgery milestone level 3 in the areas of “patient evaluation and decision making,” “intraoperative patient care technical skills,” and “postoperative patient care.”</div></div><div><h3>Significance</h3><div>This is the first reported use of Kern’s framework and Delphi consensus to develop a postgraduate surgical physician assistant curriculum. The process produced consensus-driven, measurable objectives tailored to military surgical needs and offers a replicable model for curriculum development in other health professions.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103767"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145508603","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":"Sustainability of the “Name, Ask, Thank” Method to Improve Student Mattering in the Operating Room","authors":"Halen Turner MD,&nbsp;Caitlin Patten MD,&nbsp;Rachel Silverman MD,&nbsp;Rana M. Higgins MD","doi":"10.1016/j.jsurg.2025.103739","DOIUrl":"10.1016/j.jsurg.2025.103739","url":null,"abstract":"<div><h3>Introduction</h3><div>Mattering is a psychosocial construct in which a person feels valued with domains including awareness, reliance, and importance. This study aimed to determine the sustainability of the “Name, Ask, Thank” (NAT) method for maintaining medical student mattering on the surgery clerkship in the operating room.</div></div><div><h3>Methods</h3><div>The NAT method was introduced at General Surgery Grand Rounds in 2021. Surveys were sent to residents, fellows, and faculty to assess the implementation of the method between 2021 and 2023. Chi-squared analysis was conducted to compare the years 2021-2022 to 2023 for the sustainability of the intervention. Medical students’ end-of-rotation feedback regarding mattering was analyzed pre- and postintervention.</div></div><div><h3>Results</h3><div>There were 49 survey responses from educators from 2021 to 2022 and 33 in 2023. 71.4% of educators from 2021 to 2022 versus 75.8% in 2023 affirmed they utilized the NAT method (p = 0.9). 55.1% from 2021 to 2022 versus 57.6% in 2023 were always or often utilizing NAT (p = 0.94). The most frequent barrier to implementation was forgetting about the NAT method (43% and 36%). There was no statistical difference in medical student end-of-rotation feedback pre- and postintervention.</div></div><div><h3>Conclusions</h3><div>The NAT method had sustained implementation by educators over 2 years when utilizing low-effort reminders. Further interventions to increase its use and improve mattering could include visual reminders in the operating room as the most frequent barriers cited by educators were forgetting about the method and distractions in the operating room.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103739"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520451","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":"Nature Versus Nurture: Does Residency Match Rank Order Predict Graduate Surgery Resident Performance?","authors":"Frank C. Wood MD ,&nbsp;Matthew Lin MD ,&nbsp;Kenneth Stewart PhD ,&nbsp;Zoona Sarwar MBBS ,&nbsp;Jason S. Lees MD","doi":"10.1016/j.jsurg.2025.103795","DOIUrl":"10.1016/j.jsurg.2025.103795","url":null,"abstract":"<div><h3>Background</h3><div>During the interview process for general surgery residency there is intense debate surrounding the National Resident Matching Program (NRMP) rank list. We find the process of moving an applicant marginally higher or lower on a rank list potentially arbitrary with questionable ability to predict resident performance or graduate success.</div></div><div><h3>Methods</h3><div>We performed a retrospective 8-year review (2010-2018) of all matched residents (<em>n</em> = 43) to a university program. All matched residents, including previous preliminary residents were followed until either their first position of employment, or until they attrited. All applications were reviewed for their position on the NRMP rank list and separated into three categories: rank-to-match (RTM), competitively ranked (CR), and noncompetitively ranked (NCR). Applicant data from the Electronic Residency Application Service (ERAS) was also recorded. Outcome data studied included American Board of Surgery In-training Exam (ABSITE), residency awards, administrative chief selection, grants, educational or research fellowship, disciplinary actions, coaching plans, clinical action plans, attrition, graduation, match into fellowship of choice, board passage, employment within surgery, military service, and academic practice. These measures of resident and graduate performance data were compared with NRMP rank list position using Fisher’s Exact Test.</div></div><div><h3>Results</h3><div>NRMP rank list position was compared with resident and graduate performance data revealing significant associations in first-year ABSITE Score (p &lt; 0.001) and departmental awards received (p &lt; 0.009) only. Our data reveal NRMP rank list position was not significantly associated with other metrics of resident or graduate performance including: subsequent ABSITE scores, administrative chief selection, grants, educational or research fellowship, disciplinary actions, attrition, fellowship match, board passage, employment, military service, or academic practice.</div></div><div><h3>Conclusions</h3><div>In an academic general surgery residency program, NRMP rank list position was associated only with first-year ABSITE score and receipt of departmental awards. Our data indicate that tedious and overly cautious rank list positioning of applicants may be deemphasized.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103795"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145617710","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}