Journal of Surgical Education最新文献

{"title":"Medical Student Perspectives on Professionalism in a Third-Year Surgery Clerkship – A Mixed Methods Study","authors":"Sandra DiBrito MD PhD ,&nbsp;Jacob Mago MD ,&nbsp;Annika Reczek ,&nbsp;Dharshini Suresh ,&nbsp;Daniel Kim PhD ,&nbsp;Liva Jacoby PhD ,&nbsp;Wayne Shelton PhD","doi":"10.1016/j.jsurg.2024.08.018","DOIUrl":"10.1016/j.jsurg.2024.08.018","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>The norms governing surgical training warrant a deeper understanding of students’ experiences and interpretations of professionalism issues in their learning environment. However, there is scant empirical evidence to describe this process. To fill this gap, we analyzed students’ perceptions related to professionalism, moral distress, and communication in the surgical clerkship, particularly regarding their clinical supervisors, whom we refer to as mentors.</p></div><div><h3>DESIGN</h3><p>We retrospectively evaluated written case vignettes and survey responses from medical students on their surgical clerkships regarding their experiences of cases which raised professionalism concerns. Vignettes and surveys were part of standard curricular exercises and analyzed using both qualitative and quantitative methods.</p></div><div><h3>SETTING</h3><p>Our study was conducted at a private academic medical college in the northeast with an affiliated institute of bioethics.</p></div><div><h3>PARTICIPANTS</h3><p>Two-hundred forty-one third year medical students on their surgical clerkships participated through required curricular submissions of case vignettes and surveys.</p></div><div><h3>RESULTS</h3><p>Vignettes and surveys from all 241 students were collected and analyzed. Of these, 106 (43.9%) were identified by the students as relating to professionalism, whereas the research team identified 148 (61.4%) cases as such. Major subtypes of professionalism concerns were categorized as “not showing proper respect” (38.5%), bias (30.4%) and “failure to meet medical standards of care” (29.1%). In professionalism cases, only 27.7% of students would emulate their mentor, 19.7% shared concerns with the mentor, and 58.8% experienced moral distress, all significantly worse than in nonprofessionalism cases (p &lt; 0.001).</p></div><div><h3>CONCLUSIONS</h3><p>With an abundance of professionalism concerns noted, students experienced high rates of moral distress and were unlikely to share concerns with clinical mentors who they generally did not wish to emulate. Attention should be paid to providing a formal curricular venue in which students can discuss their concerns, as untoward experiences in the learning environment risk harming their learning and professional identity development.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1720-1729"},"PeriodicalIF":2.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1931720424003957/pdfft?md5=5d45d71b9251808415a3f6c6e947633a&pid=1-s2.0-S1931720424003957-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241436","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":"An Analysis of 1000 Patients With the “Big 5” Orthopaedic Surgery Procedures and the Impact of Residents on Outcome","authors":"Raffael Cintean MD,&nbsp;Christina Degenhart MD,&nbsp;Carlos Pankratz MD,&nbsp;Florian Gebhard PhD,&nbsp;Konrad Schütze MD","doi":"10.1016/j.jsurg.2024.08.011","DOIUrl":"10.1016/j.jsurg.2024.08.011","url":null,"abstract":"<div><h3>BACKGROUND</h3><p>The study is intended to show that the operative quality of a resident in orthopedic trauma surgery is comparable to that of a senior physician in the most common orthopaedic trauma surgeries (Plate osteosynthesis in ankle fractures and distal radius fractures, ESIN in pediatric forearm fractures, implantation of a proximal femoral nail in pertrochanteric femur fractures and hemiarthroplasty in femoral neck fractures) with appropriate supervision by a senior physician. With only minimal deviations in the operating time, which is becoming increasingly relevant in everyday clinical practice, surgical training of residents could be supported.</p></div><div><h3>MATERIAL AND METHODS</h3><p>200 patients of the above-mentioned fracture patterns each, who were treated surgically between January 1, 2016 and December 31, 2020, were detected and categorized. In particular, a qualitative characteristic was determined for each fracture on the basis of the standard pre and postoperative X-rays taken during surgery and statistically evaluated with the surgery time, the fracture classification and the training status of the anonymized surgeon. Anonymized x-rays were evaluated by 2 senior physicians and 2 residents.</p></div><div><h3>RESULTS</h3><p>Operations were performed by residents in 33.5 % of the cases (ankle fractures 42.0%; distal radius fractures 30.5%; pediatric forearm fractures 30.5%; pertrochanteric femur fractures 50.5%; femoral neck fractures 14.0%). Surgical complication rate was 4.8% in the resident group and 9.0% in the attending surgeon group. Revision surgeries were performed in 2.1% of resident cases, and in 4.1% of attending surgeon cases.</p><p>In the resident group, time of surgery was 7.4 min longer for ankle fractures, 4.4 min for distal radius fractures, 2.8 min for forearm fractures, 2.3 min longer in proximal femur fractures 8.2 min longer for femoral neck fractures. No statistically significant difference in radiological outcome was observed in any of the groups after evaluation of the x-rays.</p></div><div><h3>CONCLUSION</h3><p>This study shows that only slightly more than one third of all mentioned operations are performed by residents, although there is no statistical difference in quality. The operating time is extended on average by only 5 minutes. The surgical complication rate as well as the revision rate is higher in the group of senior physicians, whereby the more complicated fractures were treated by them. Resident involvement in trauma surgery is therefore not associated with increased morbidity or mortality of patients.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1683-1690"},"PeriodicalIF":2.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1931720424003891/pdfft?md5=24d97a79a649783502e2cf8a39507670&pid=1-s2.0-S1931720424003891-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241492","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":"The Effect of Numeric Versus Pass/Fail USMLE Step 1 Scores in the Integrated Plastic Surgery 2023-2024 Match Cycle: A Single Institution Study","authors":"Kerilyn N Godbe MD ,&nbsp;Lauren M Sinik MD ,&nbsp;Niaman Nazir MD, MPH ,&nbsp;Katie Egan MD ,&nbsp;David Mathes MD ,&nbsp;James Butterworth MBBCh ,&nbsp;Rebecca Farmer MD, PhD","doi":"10.1016/j.jsurg.2024.08.025","DOIUrl":"10.1016/j.jsurg.2024.08.025","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>The USMLE Step 1 exam, an important metric in the integrated plastic surgery match, transitioned to pass/fail scoring in January 2022. No previous studies have investigated the impact of this new scoring system on the process of ranking applicants in the integrated plastic surgery match.</p></div><div><h3>DESIGN</h3><p>330 Plastic Surgery Common Applications (PSCAs) were submitted to a single academic center in the 2023-2024 match cycle. Applicants were sorted into tiers via a holistic review process, and quantifiable data, including USMLE Step 1 scores, were then compared between tiers.</p></div><div><h3>SETTING</h3><p>Our Institution's Integrated Plastic Surgery Residency Program.</p></div><div><h3>PARTICIPANTS</h3><p>Integrated Plastic Surgery applicants in the 2023-2024 match cycle.</p></div><div><h3>RESULTS</h3><p>317 of 330 PSCAs were analyzed in this study, excluding applicants who did an elective rotation at our institution. Applicants were sorted into 3 tiers: high (n = 100), middle (n = 118) and low (n = 99), with a significant difference in match rate per tier, respectively (88.0%, 58.5%, 30.3%, p &lt; 0.0001). The majority of USMLE Step 1 scores were reported as pass/fail (186/317, 58.7%). There was a significant difference (p &lt; 0.0001) between the average USMLE Step 1 score between the high (mean 250.5, SD 10.4), middle (mean 241, SD 14.6), and low tiers (mean 235.5, SD 16.5). More applicants in the low tier (50%) and high tier (40%) reported numeric USMLE Step 1 scores than those in the middle tier (35%, p = 0.0734). Stepwise logistic regression revealed USMLE Step 1 score to be an independent predictor of tier placement between the high and middle tier (p = 0.0030) and high and low tier (p = 0.0001). Lastly, 3 applicants reported their USMLE Step 1 score as ‘pass’ instead of their given numeric score.</p></div><div><h3>CONCLUSIONS</h3><p>Comparing applicants with numeric USMLE Step 1 scores to those with pass/fail scores can have a significant impact on the ranking of those applicants and should be carefully considered during the plastic surgery match process.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1667-1674"},"PeriodicalIF":2.6,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1931720424003969/pdfft?md5=1a5328faa6af575c3b477e6e1500b7fb&pid=1-s2.0-S1931720424003969-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241434","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":"Conscientious Objection to Gender-Affirming Surgery: A Cross-Sectional Analysis of Plastic Surgery and Urology Residency Programs","authors":"Danielle J. Eble MD ,&nbsp;Alisha L. Nguyen BS ,&nbsp;Cole V. Roblee BS ,&nbsp;Tannon L. Tople BS ,&nbsp;Jeffrey B. Friedrich MD, MC ,&nbsp;Alexander J. Skokan MD ,&nbsp;Judith C. Hagedorn MD, MHS ,&nbsp;Mathew D. Sorensen MD, MS ,&nbsp;Kate H. Kraft MD, MPHE ,&nbsp;Megan E. Lane MD, MS ,&nbsp;Jeffrey E. Janis MD ,&nbsp;William M. Kuzon Jr. MD, PhD ,&nbsp;Russell E. Ettinger MD ,&nbsp;Shane D. Morrison MD, MS","doi":"10.1016/j.jsurg.2024.08.022","DOIUrl":"10.1016/j.jsurg.2024.08.022","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>Medical conscientious objection is a federally protected right of physicians to refuse participation in medically indicated services or research activities that are incompatible with their ethical, moral, or religious beliefs. Individual provider objections to gender-affirming surgery have been documented, however the prevalence of such objections is unknown. Our study aimed to characterize physician objections to gender-affirming surgery in plastic surgery and urology residencies and to assess related institutional policies.</p></div><div><h3>DESIGN, SETTING, PARTICIPANTS</h3><p>A cross-sectional electronic survey was administered to program leadership of 239 accredited US plastic surgery and urology residencies from February to October 2023. Trainee exposure to gender-affirming surgery, programmatic experience with objections, and presence and content of institutional objection policies were collected. Bivariate analyses were performed to determine associations with objectors.</p></div><div><h3>RESULTS</h3><p>One-hundred and twenty-four plastic surgery (n = 59) and urology (n = 65) residencies completed the survey, representing a 52% response rate. Most programs included didactic training (n = 107, 86%) and direct clinical exposure (n = 98, 79%) to gender-affirming surgery. Few (n = 24, 19%) endorsed existent objection policies. Sixteen programs (13%) experienced objections to gender-affirming surgery by trainees (n = 15), faculty (n = 6), and staff (n = 1). Neither geographic region, exposure to gender-affirming surgery, nor presence of objection policies significantly contributed to programmatic objections. Programs with formal objection policies reported increased confidence in addressing future objection events (p = 0.017).</p></div><div><h3>CONCLUSIONS</h3><p>Objection to gender-affirming surgery is a rare, but plausible occurrence amongst plastic surgery and urology trainees. Residency programs should consider anticipatory policies to protect patients and, when feasible, provide reasonable accommodations for objecting trainees.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1675-1682"},"PeriodicalIF":2.6,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241438","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":"Socratic Artificial Intelligence Learning (SAIL): The Role of a Virtual Voice Assistant in Learning Orthopedic Knowledge","authors":"Tuo Peter Li MD, PhD ,&nbsp;Stewart Slocum BS ,&nbsp;Arpan Sahoo BS ,&nbsp;Arinze Ochuba BS ,&nbsp;Logan Kolakowski MD ,&nbsp;Ralph Frank Henn III MD ,&nbsp;Alex A. Johnson MD ,&nbsp;Dawn M. LaPorte MD","doi":"10.1016/j.jsurg.2024.08.006","DOIUrl":"10.1016/j.jsurg.2024.08.006","url":null,"abstract":"<div><h3>Objective</h3><p>We hypothesized that learning through multiple sensory modalities would improve knowledge recall and recognition in orthopedic surgery residents and medical students.</p></div><div><h3>Design</h3><p>We developed a virtual study assistant, named Socratic Artificial Intelligence Learning (SAIL), based on a custom-built natural language processing algorithm. SAIL draws from practice questions approved by the American Board of Orthopaedic Surgery and quizzes users through a conversational, voice-enabled Web interface. We performed a randomized controlled study using a within-subjects, repeated measures design.</p></div><div><h3>Setting</h3><p>Participants first took a pretest to assess their baseline knowledge. They then underwent 10 days of spaced repetition training with practice questions using 3 modalities: oral response, typed response, and multiple-choice. Recall and recognition of the practiced knowledge were assessed via a post-test administered on the first day, first week, and 2 months after the training period.</p></div><div><h3>Participants</h3><p>Twenty-four volunteers, who were medical students and orthopedic surgery residents at multiple US medical institutions.</p></div><div><h3>Results</h3><p>The oral, typed, and multiple-choice modalities produced similar recall and recognition rates. Although participants preferred using the traditional multiple-choice modality to study for standardized examinations, many were interested in supplementing their study routine with SAIL and believe that SAIL may improve their performance on written and oral examinations.</p></div><div><h3>Conclusions</h3><p>SAIL is not inferior to the multiple-choice modality for learning orthopedic core knowledge. These results indicate that SAIL can be used to supplement traditional study methods.</p></div><div><h3>Competencies</h3><p>medical knowledge; practice-based learning and improvement.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1655-1666"},"PeriodicalIF":2.6,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241491","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":"Why Didn't You Call Me? Factors Junior Learners Consider When Deciding Whether to Call Their Supervisor","authors":"Kameela Miriam Alibhai MD ,&nbsp;Taryn Raelene Zabolotniuk MD ,&nbsp;Isabelle Raîche MD, MAEd, FRCSC ,&nbsp;Nada Gawad MD, MAEd, FRCSC","doi":"10.1016/j.jsurg.2024.08.009","DOIUrl":"10.1016/j.jsurg.2024.08.009","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>Over half of junior learners (JL) feel pressure to work independently and report rarely calling their supervisor. It is unclear how JL decide whether or not to call their supervisor. The study aims to identify factors that JL consider when responding to clinical scenarios and deciding whether to call senior residents (SR) and compare them to factors identified by SR.</p></div><div><h3>METHODS</h3><p>Fifteen cognitive interviews were conducted with SR and JL. Participants were given 8 to 15 sample pages and probed regarding the factors they considered when triaging the page and deciding whether to inform a SR. De-identified interview transcripts were inductively coded using an interpretative phenomenological analysis (IPA) approach.</p></div><div><h3>SETTING</h3><p>Department of Surgery, Faculty of medicine at the University of Ottawa in Canada.</p></div><div><h3>PARTICIPANT</h3><p>Five general surgery SR and ten JL, which included 5 senior medical students and 5 general surgery junior residents.</p></div><div><h3>RESULTS</h3><p>JL and SR indicated a clear need to call SR when managing high acuity pages, which included hemodynamic instability, decreased level of consciousness, or codes (ie, trauma, cardiac arrest). In the absence of high acuity findings, JL judged whether to call SR based on 10 patient and learner-related factors. Patient-related factors include: 1) time since surgery, 2) patient appearance, 3) patient requires intervention, and 4) lack of improvement after initial independent management attempt. Learner-related factors were categorized into clinical (5-8) and social factors (9-10): 5) nurse's level of concern, 6) familiarity with the patient, 7) gut feeling, 8) prior experience managing this presentation, 9) time of day, and 10) interpersonal dynamic with SR. While SR identified all patient-related and clinical factors, they did not cite the 2 social factors JL considered.</p></div><div><h3>CONCLUSION</h3><p>When pages lack high-acuity findings, JL consider various patient and learner factors when deciding whether to inform SR. Discussing these factors may help guide new JL regarding when they should call their supervisor. Understanding social factors is important to create a culture that minimizes their influence on JL's decision-making and promotes patient safety.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1637-1644"},"PeriodicalIF":2.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S193172042400388X/pdfft?md5=ac7dd5298611b424c0ca5b7576a96e98&pid=1-s2.0-S193172042400388X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232533","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":"Artificial Intelligence in Orthopaedics: Performance of ChatGPT on Text and Image Questions on a Complete AAOS Orthopaedic In-Training Examination (OITE)","authors":"Daniel S. Hayes BS,&nbsp;Brian K. Foster MD,&nbsp;Gabriel Makar MD,&nbsp;Shahid Manzar MD, MEng,&nbsp;Yagiz Ozdag MD,&nbsp;Mason Shultz BS,&nbsp;Joel C. Klena MD,&nbsp;Louis C. Grandizio DO","doi":"10.1016/j.jsurg.2024.08.002","DOIUrl":"10.1016/j.jsurg.2024.08.002","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>Artificial intelligence (AI) is capable of answering complex medical examination questions, offering the potential to revolutionize medical education and healthcare delivery. In this study we aimed to assess ChatGPT, a model that has demonstrated exceptional performance on standardized exams. Specifically, our focus was on evaluating ChatGPT's performance on the complete 2019 Orthopaedic In-Training Examination (OITE), including questions with an image component. Furthermore, we explored difference in performance when questions varied by text only or text with an associated image, including whether the image was described using AI or a trained orthopaedist.</p></div><div><h3>DESIGN And SETTING</h3><p>Questions from the 2019 OITE were input into ChatGPT version 4.0 (GPT-4) using 3 response variants. As the capacity to input or interpret images is not publicly available in ChatGPT at the time of this study, questions with an image component were described and added to the OITE question using descriptions generated by Microsoft Azure AI Vision Studio or authors of the study.</p></div><div><h3>RESULTS</h3><p>ChatGPT performed equally on OITE questions with or without imaging components, with an average correct answer choice of 49% and 48% across all 3 input methods. Performance dropped by 6% when using image descriptions generated by AI. When using single answer multiple-choice input methods, ChatGPT performed nearly double the rate of random guessing, answering 49% of questions correctly. The performance of ChatGPT was worse than all resident classes on the 2019 exam, scoring 4% lower than PGY-1 residents.</p></div><div><h3>DISCUSSION</h3><p>ChatGT performed below all resident classes on the 2019 OITE. Performance on text only questions and questions with images was nearly equal if the image was described by a trained orthopaedic specialist but decreased when using an AI generated description. Recognizing the performance abilities of AI software may provide insight into the current and future applications of this technology into medical education.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1645-1649"},"PeriodicalIF":2.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232535","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 Equity in Assessment in the Surgical Learning Environment","authors":"Rebecca Lynn Williams-Karnesky MD, PhD, MEdPsych","doi":"10.1016/j.jsurg.2024.07.008","DOIUrl":"10.1016/j.jsurg.2024.07.008","url":null,"abstract":"<div><h3>Importance</h3><p>Assessment is a fundamental part of teaching and learning that provides the basis for making inferences about the development of learners. Inequity in assessment disproportionately impacts underrepresented in medicine learners and can limit their opportunities for achievement.</p></div><div><h3>Observations</h3><p>Unfortunately, inequity in assessment is prevalent in the surgical learning environment due to systemic and individual factors. The Antideficit Achievement framework can be effectively applied to address sources of inequity.</p></div><div><h3>Conclusions and relevance</h3><p>This paper explores sources of inequity in assessment in the surgical learning environment and illuminates them with a descriptive case study. Recommendations created using the Antideficit Achievement framework provide effective, practical ways to begin to advance equity in assessment in the surgical learning environment.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1650-1654"},"PeriodicalIF":2.6,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142232534","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":"National Survey of Otolaryngology Program Directors Regarding Recruitment Methods for Underrepresented in Medicine Residents","authors":"Arvind K. Badhey MD ,&nbsp;Arpan Bose BS ,&nbsp;Marita S. Teng MD ,&nbsp;Alice Tang MD","doi":"10.1016/j.jsurg.2024.08.007","DOIUrl":"10.1016/j.jsurg.2024.08.007","url":null,"abstract":"<div><h3>OBJECTIVE</h3><p>To characterize Otolaryngology residency program strategies for recruiting underrepresented minorities in medicine (URiM) residents and their perceived effectiveness, and explore perceived barriers to recruitment.</p></div><div><h3>DESIGN</h3><p>We conducted a survey of Otolaryngology program directors (PDs) at the 122 accredited programs within the United States, utilizing a validated and previously published survey utilized within the OB-GYN literature. We solicited information regarding recruitment of underrepresented minorities in medicine (URiM) applicants, effectiveness of strategies, and perceived barriers in recruitment.</p></div><div><h3>SETTING</h3><p>A national survey of U.S. accredited residency programs in Otolaryngology in 2022-2023.</p></div><div><h3>RESULTS</h3><p>A total of 42 (34%) PDs responded. 55% of programs reported an increase in URiM residents, of which 18(43%) described an intentional change. Almost all PDs reported placing at least “some” significance in the recruitment of URiM residents (95%). Statistically significant differences were seen in recruitment methods between programs that saw an increase in URiM resident recruitment an those that did not. Additionally, Program Directors believed that increased face-face interaction with applicants were the most effective forms of recruitment. PDs found the biggest challenge to recruitment was a lack of diverse applicants (6.3/10) and faculty (5.8/10). This perception did not change when adjusted for programs that saw an increase in URiM trainee recruitment.</p></div><div><h3>CONCLUSIONS</h3><p>This study demonstrates the URiM resident recruitment practices and perceived effectiveness of these strategies within otolaryngology programs nationally. The results and analysis may provide programs who are looking to diversify their workforce with some effective and meaningful strategies to start the process.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1612-1617"},"PeriodicalIF":2.6,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229075","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":"Near-Peer Tutoring for Surgical Examination Preparation for Final Year Exam Readiness (Project SEPFYR)","authors":"Joel Jia Yi Soon MBBS, MRCS, MMed ,&nbsp;Irene Ai Ting Ng MBBS, MRCS ,&nbsp;Jin Yao Teo MRCSEd, FRCSEd","doi":"10.1016/j.jsurg.2024.08.003","DOIUrl":"10.1016/j.jsurg.2024.08.003","url":null,"abstract":"<div><h3>BACKGROUND</h3><p>Traditional surgical education often lacks targeted preparation for the interactive components of examinations, such as viva voce and objective structured clinical examination (OSCE) assessments. We present our approach and explore the efficacy of a near-peer tutoring program aimed at enhancing final-year students' readiness for such assessments.</p></div><div><h3>METHODS</h3><p>Project SEPFYR (surgical exam prep for final year exam readiness) was conducted within a near-peer tutoring framework and comprised interactive discussions of selected case scenarios focusing on viva voce techniques and OSCE responses. Pre- and postprogram anonymized web-based surveys were employed to assess perceived self-efficacy among participants, while the Stanford Faculty Development Program-26 (SFDP-26) tool was used to evaluate the performance of tutors.</p></div><div><h3>RESULTS</h3><p>Near-peer tutoring intervention resulted in improvements in perceived self-efficacy scores among final-year students. Additionally, tutors demonstrated high-quality facilitation skills as evaluated by the SFDP-26.</p></div><div><h3>CONCLUSIONS</h3><p>Near-peer tutoring is a promising approach to enhance surgical examination readiness, particularly in addressing interactive assessment components. This model fosters a supportive learning environment while leveraging the expertise and relatability of near-peer tutors.</p></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"81 11","pages":"Pages 1618-1622"},"PeriodicalIF":2.6,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229073","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}