Journal of Surgical Education最新文献

{"title":"Understanding the Ranking and Matching Behaviors During the 2023 and 2024 General Surgery Match Cycles: A Program Signaling Approach","authors":"Sheila Pakdaman ,&nbsp;Jennifer LaFemina ,&nbsp;Katie S. Byrd ,&nbsp;Dana M. Dunleavy ,&nbsp;Sara G. Balestrieri ,&nbsp;Daniel P. Jurich ,&nbsp;Aileen J. Dowden ,&nbsp;Donna L. Lamb","doi":"10.1016/j.jsurg.2025.103599","DOIUrl":"10.1016/j.jsurg.2025.103599","url":null,"abstract":"<div><h3>Objective</h3><div>General Surgery (GS) employed a static signaling practice with five signals per applicant in the 2022 to 2024 application cycles. Previous research demonstrated that signaling enhances a GS applicant's likelihood of being granted a residency interview. To understand the relationship between program signaling and ranking and matching outcomes in GS.</div></div><div><h3>Design</h3><div>The analysis from the 2023 and 2024 Match data examined the relationship between signaling and three primary outcomes<em>—</em>inclusion on a program’s rank order list (ROL), inclusion on the competitive portion of program ROLs, and matching. A multilevel model was utilized to explore how different factors impact an applicant's odds of being included on a program's ROL.</div></div><div><h3>Setting</h3><div>This study is a collaboration between the NRMP, AAMC and NBME.</div></div><div><h3>Participants</h3><div>Participants are medical residents who participated in the 2023 (<em>N</em> = 3903) and 2024 (<em>N</em> = 5057) Match cycles.</div></div><div><h3>Results</h3><div>Signaling increases the odds of being ranked, and applicants who signaled had higher percentages of being ranked competitively and matching; however, the majority of those on the ROL and who matched did not send a signal. The odds of being ranked increase when the applicant signals a program (OR = 5.63, 95% CI [5.31, 5.98]), is from the same state as the program (OR = 3.52, 95% CI [3.35, 3.70]) or has a Step 1 score one standard deviation above the mean (OR = 1.77, 95% CI [1.74, 1.81]). The odds of being ranked are lower for programs with a high signal-to-application ratio (OR = 0.76, 95% CI [0.71, 0.80]) and for Doctor of Osteopathic Medicine (DO) (OR = 0.50, 95% CI [0.48, 0.53]) or international medical graduates compared (US IMGs: OR = 0.11, 95% CI [0.10, 0.13]; Non-US IMGs: OR = 0.11, 95% CI [0.09, 0.12]) to U.S. MDs, though all applicants benefit from the use of signals.</div></div><div><h3>Conclusions</h3><div>Although signaling is not a requirement to be ranked, ranked competitively, or matched to a program in GS, those who signaled were ranked and matched at a higher percentage, with signals having the strongest effect on ROL inclusion.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103599"},"PeriodicalIF":2.6,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581265","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":"Going With the Flow: Achieving Peak Performance in Surgery","authors":"Aamir Sohail ,&nbsp;Rohan A. Pancharatnam ,&nbsp;Marianna E. Kapsetaki","doi":"10.1016/j.jsurg.2025.103593","DOIUrl":"10.1016/j.jsurg.2025.103593","url":null,"abstract":"<div><h3>Background</h3><div>Flow, a heightened state of focus, confers performance benefits across many disciplines. Yet, despite persistent anecdotal evidence, relatively little is understood regarding flow's impact on surgical performance. The factors mitigating and promoting flow amongst surgeons in the workspace are also unclear.</div></div><div><h3>Objective</h3><div>In this article, we discuss recent experimental evidence in surgical training programs supporting a positive effect of flow states on performance. We then describe the environmental, psychological and biological factors affecting surgeons' ability to achieve flow. Finally, we discuss practical steps surgeons can take towards achieving flow and suggest future directions for research into flow in surgery.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103593"},"PeriodicalIF":2.6,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144557338","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":"Automated Reminders Improve Feedback in Surgical Training","authors":"Rhys Richmond BS ,&nbsp;Candice Kremer MD ,&nbsp;Samipya Kafle MD ,&nbsp;Jonathan Y. Lee MD, MPH ,&nbsp;Yan Ho Lee MD","doi":"10.1016/j.jsurg.2025.103591","DOIUrl":"10.1016/j.jsurg.2025.103591","url":null,"abstract":"<div><h3>Background</h3><div>Feedback is an essential component of medical residency, particularly in subspecialty fields like otolaryngology where residents must adapt to a wide array of surgical techniques. However, a lack of timeliness or insufficient frequency can hurt feedback quality. Faculty may believe feedback is timelier and of higher quality compared to their trainees’ impressions.</div></div><div><h3>Objective</h3><div>We aimed to improve faculty and resident feedback satisfaction.</div></div><div><h3>Methods</h3><div>We conducted a month-long survey and automated text message intervention in 2023 to assess perceptions of the existing feedback system in an Otolaryngology residency program and measure postintervention changes. Text message reminders to give oral feedback and complete a pre-existing competency-based form were timed to arrive as the last surgical case ended.</div></div><div><h3>Results</h3><div>Out of 29 surgical faculty and 15 PGY-2 through PGY-5 residents invited to participate, 17 faculty (58% response rate) and 11 residents (73% response rate) completed both the pre- and postsurvey. Completed competency ACGME feedback forms increased from 4 in the previous month to 54 in the month of the intervention, a 13-fold increase. Overall, resident and faculty satisfaction with feedback improved, with the former reaching statistical significance. Faculty and residents agreed on major barriers to successful feedback: faculty forgetfulness, resident discomfort asking for feedback, and faculty time constraints. Opportunities for continued improvement noted in the postsurvey included quality of feedback and frequency.</div></div><div><h3>CONCLUSIONS</h3><div>Automated reminders can increase timeliness and quantity of feedback. This study presents preliminary data for a simple intervention that can be iterated upon to improve feedback in residency programs nationwide.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103591"},"PeriodicalIF":2.6,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144548796","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":"Spirituality and Surgical Education: Beliefs and Practices Among General Surgery Program Directors","authors":"Phillip J. Hsu MD, PhD ,&nbsp;Margaret Tarpley MLS ,&nbsp;Grace J. Kim MD","doi":"10.1016/j.jsurg.2025.103600","DOIUrl":"10.1016/j.jsurg.2025.103600","url":null,"abstract":"<div><h3>Objective</h3><div>Characterize the perception of religious beliefs and spirituality among program directors in general surgery training.</div></div><div><h3>Design</h3><div>Anonymous, voluntary, self-administered 33-question web-based survey examining general surgery program director demographics and perceptions of religious beliefs and spirituality in general surgery residency training.</div></div><div><h3>Participants</h3><div>All US general surgery program directors were invited to participate through direct email or through email to their program administrators.</div></div><div><h3>Results</h3><div>Program directors report diversity in religious affiliation, matching the religious heterogeneity of the US population. Most program directors (59.2%) meditate or pray privately. Many (53.7%) believe that prayer can alter the course of a disease for some patients, and 59.3% have prayed with patients over the past year. PDs unanimously consider it important for residents to learn to account for the spiritual needs of their patients. PDs unanimously believe that prayer and meditation are important to patients.</div></div><div><h3>Conclusions</h3><div>Program directors value spirituality in general surgery residency training. Accounting for spirituality among patients and within surgical education is important. Intentional efforts to account for spiritual needs in general surgery residency training should be made.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103600"},"PeriodicalIF":2.6,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144548795","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":"Resident-Led Workplace-Based Assessment of Surgical Interns: Exploring Trained Resident-as-Assessor Experiences","authors":"Farzana Sabir MBBS, FCPS, ICMT, MHPE ,&nbsp;Rahila Yasmeen BDS, DCPS-HPE, MHPE, PhD-HPE ,&nbsp;Shabana Ali M Phil, MHPE, PGDe ,&nbsp;Saima Anwar MBBS, FCPS, MHPE","doi":"10.1016/j.jsurg.2025.103567","DOIUrl":"10.1016/j.jsurg.2025.103567","url":null,"abstract":"<div><h3>BACKGROUND</h3><div>Residents-assessors (RAA) face challenges in leading workplace-based assessments of surgical interns using direct observation of professional skills (DOPS). Effective training is essential to acknowledge and ensure their competence as assessors. Workshop pedagogy integrated with experiential learning offers various strategies to address this need. By training residents as assessors, the learning experience for surgical interns can be significantly improved while simultaneously contributing to the professional growth of the residents. Therefore, it is imperative to explore the experiences of resident assessors following their training in resident-led workplace-based assessments of surgical interns, emphasizing the need to understand their role as assessors, the effectiveness of the training and the practical application of their acquired assessment skills.</div></div><div><h3>OBJECTIVE</h3><div>To explore the resident's experiences of residents-as-assessor after the training followed by workplace-based assessment of surgical interns using DOPS in tertiary care hospitals.</div></div><div><h3>METHOD</h3><div>This qualitative, exploratory study investigated how residents applied learning and assessment skills after structured training in workplace-based assessments (WBA), guided by Kolb’s experiential learning cycle. Conducted at Abbas Institute of Medical Sciences in Muzaffarabad, Pakistan, 18 residents participated, including those from various specialties and residency years. Purposive sampling was used. Data was collected through semi-structured interviews before and after training, which consisted of interactive workshops focusing on assessment tools like DOPS followed by the conduction of real-time WPA of surgical interns by trained resident-as-assessor. Thematic analysis was used to analyze interview data, ensuring reliability through inter-coder discussions. Ethical approval was obtained.</div></div><div><h3>RESULT</h3><div>Six themes were identified including “educational enhancement, practical implementation, reflective professional growth, conceptual development in assessment, integration of theory and practice, challenges and coping strategies.” Surgery and allied residents expressed a strong interest in training to enhance their effectiveness as assessors in the workplace-based assessment of surgical interns using DOPS. They valued the experiential learning components of workshop pedagogy, emphasizing the integration of theory and practice as crucial for their professional growth. They emphasized the importance of this model of resident-as-assessor training in enhancing intern education, the quality of workplace-based assessments, and, ultimately, patient care.</div></div><div><h3>CONCLUSION</h3><div>The study explores residents' insights into the resident-led workplace-based assessment (WBA) program and its potential to enhance their assessment skills and professional growth. Based on participants' reflectio","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103567"},"PeriodicalIF":2.6,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534646","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":"Thinking Makes It So: Relationship Between Cortical Activity During Mental Imagery and Surgical Skill","authors":"Nicholas E. Anton MS ,&nbsp;Meredith C. Ziliak BS ,&nbsp;Christopher M. Thomas MD ,&nbsp;Abigail G. Smith BS ,&nbsp;Dimitrios Stefanidis MD, PhD","doi":"10.1016/j.jsurg.2025.103596","DOIUrl":"10.1016/j.jsurg.2025.103596","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>The purpose of this study was to assess the association of mental imagery ability with open suturing performance objectively.</div></div><div><h3>DESIGN</h3><div>Participants completed a robust mental imagery assessment battery, mental imagery of simple interrupted suturing while verbalizing each step and having cortical activity measured with an electroencephalogram (EEG), and 2 physical repetitions of simple interrupted suturing. Correlation tests were run to determine relationships among variables.</div></div><div><h3>SETTING</h3><div>The study took place at Indiana University School of Medicine in Indianapolis, Indiana.</div></div><div><h3>PARTICIPANTS</h3><div>Surgical novices with no prior surgical experience voluntarily participated in this study.</div></div><div><h3>RESULTS</h3><div>No significant correlations were found between subjective MI assessments and suturing performance. However, higher cortical activity in the prefrontal and premotor cortices during mental imagery of suturing was associated with higher performance during the suturing task (all <em>R</em> &gt; 0.5, p &lt; 0.05).</div></div><div><h3>CONCLUSIONS</h3><div>Cortical activity during imagery of open suturing was associated with better actual suturing performance. No self-report imagery assessments were associated with suturing performance, which indicates that EEG may be a more sensitive measure of imagery.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103596"},"PeriodicalIF":2.6,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534647","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":"Ambidextrous Surgical Skills Training: What is Left to Do it Right?","authors":"Hassan ElHawary MD, MSc ,&nbsp;Ammar Saed Aldien JD, LLM ,&nbsp;Ali Salimi MD, MSc ,&nbsp;Shafic Abdulkarim MD, MSc ,&nbsp;Mirko Gilardino MD, MSc, FRCSC, FACS","doi":"10.1016/j.jsurg.2025.103595","DOIUrl":"10.1016/j.jsurg.2025.103595","url":null,"abstract":"<div><h3>Objective</h3><div>Ambidextrous surgical skills may enhance efficiency and precision during complex procedures. However, their integration into surgical education remains limited. This study evaluates the feasibility and effectiveness of nondominant hand surgical training and its impact on skill acquisition and confidence among junior medical students.</div></div><div><h3>Design</h3><div>A pilot randomized controlled trial (RCT) was conducted.</div></div><div><h3>Setting</h3><div>Participants attended structured suturing workshops involving demonstrations and supervised hands-on practice with their assigned hand (dominant or nondominant). Workshops were held at a university medical school, led by right- and left-handed surgical residents.</div></div><div><h3>Participants</h3><div>First- and second-year medical students with minimal suturing experience were randomized into 2 groups: NDom (nondominant hand training) and Dom (dominant hand training). Surgical skill performance was assessed pre- and postworkshop using a modified assessment rubric. Confidence levels and perceptions regarding ambidextrous surgical training were evaluated through questionnaires.</div></div><div><h3>Results</h3><div>A total of 43 participants completed the study (NDom: <em>n</em> = 25; Dom: <em>n</em> = 18). Both groups demonstrated significant improvement in surgical skills (NDom: 1.2 ± 1.6-5.4 ± 2.1, p &lt; 0.001; Dom: 1.8 ± 2.2 to 5.4 ± 1.3, p &lt; 0.001), with no significant difference in skill acquisition between groups (p = 0.292). Notably, nondominant hand training also improved dominant hand skills (1.4 ± 1.9-5.0 ± 2.4, p &lt; 0.001). Confidence in suturing skills and their application in the operating room increased significantly across both groups. Additionally, 97.7% of participants supported incorporating ambidextrous training into surgical education.</div></div><div><h3>Conclusions</h3><div>Ambidextrous surgical training is feasible and enhances surgical skills in both hands. Training the nondominant hand not only improves its dexterity but also strengthens dominant hand skills. Given the high level of participant support, integrating nondominant hand training into early medical curricula may optimize surgical proficiency and efficiency. Further research is needed to assess long-term outcomes.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103595"},"PeriodicalIF":2.6,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535403","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":"VitalSurg: Outcomes From a Surgical Task-Shifting Training Program in a Humanitarian Context","authors":"Hannah B. Wild ,&nbsp;Olga L. Bednarek ,&nbsp;Hannah van Riswijk ,&nbsp;Kabeer Poonia ,&nbsp;Mel Simon ,&nbsp;Emmanuel Mayom Makuei Palet ,&nbsp;Mina Salehi ,&nbsp;Jean-Pierre Letoquart ,&nbsp;Emilie Joos ,&nbsp;Shahrzad Joharifard MD, MPH","doi":"10.1016/j.jsurg.2025.103592","DOIUrl":"10.1016/j.jsurg.2025.103592","url":null,"abstract":"<div><h3>Objective</h3><div>The Vital Surgery Training Program (VitalSurg) is a task-shifting initiative designed to build local surgical capacity in surgical deserts by training generalist doctors to perform essential procedures. Implemented in partnership with Médecins Sans Frontières (MSF), the program has undergone 2 pilot iterations in South Sudan. This study evaluates the second iteration, which reflects a refined curriculum and integrated assessment strategy informed by lessons learned from the first iteration. We sought to examine the feasibility, effectiveness, and adaptability of competency-based surgical training embedded within humanitarian clinical care.</div></div><div><h3>Design</h3><div>We conducted a mixed-methods summative evaluation of the training program. Quantitative trainee performance data—including pre- and postmodule quizzes, oral and written exams, case logs, and Entrustable Professional Activities (EPAs)—were analyzed alongside qualitative data from Key Informant Interviews (KIIs) with trainers, trainees, and MSF stakeholders.</div></div><div><h3>Setting</h3><div>This study was conducted at Aweil State Hospital, an MSF-supported district hospital in Northern Bahr El Ghazal, South Sudan, which provides maternity and pediatric surgical care in a resource-limited setting.</div></div><div><h3>Participants</h3><div>Two local medical doctors were enrolled in the second VitalSurg cohort.</div></div><div><h3>Results</h3><div>Over the 18-month training program, trainees performed an average of 1305 procedures and improved across all evaluation domains. 446 EPAs were completed, with significant variation between trainees (281 vs. 165 EPAs completed; 162 vs. 53 passed), reflecting differing levels of engagement and skill acquisition. EPA pass rates ranged widely, from 81.7% for skin graft to 43.5% for Caesarean section and 22.0% for laparotomy. Competency-based education tools were feasibly implemented despite infrastructure constraints. KIIs highlighted common training challenges—including case mix, service to education ratios, and trainer variability—as well as opportunities for refinement.</div></div><div><h3>Conclusion</h3><div>VitalSurg demonstrates the feasibility of embedding task-shifting surgical training into humanitarian clinical activities. This model offers a promising, scalable strategy to expand access to safe surgical care in conflict-affected settings.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103592"},"PeriodicalIF":2.6,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535404","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":"Efficacy of a Targeted Foley Catheter Education Program","authors":"Hannah Vigran MD ,&nbsp;Madison Krischak MD ,&nbsp;Amelia Khoei MD, MPH ,&nbsp;Julian Wan MD ,&nbsp;Paholo Barboglio Romo MD, MPH ,&nbsp;Miriam Hadj-Moussa MD","doi":"10.1016/j.jsurg.2025.103578","DOIUrl":"10.1016/j.jsurg.2025.103578","url":null,"abstract":"<div><h3>Objective</h3><div>To improve surgical interns' confidence and competency in urinary catheter insertion and management, we designed an educational module addressing their common challenges, such as difficult placement and catheter discomfort.</div></div><div><h3>Methods</h3><div>A 1-hour urinary catheter educational session was delivered to first-year surgical residents in the 2023-24 and 2024-25 academic years. The curriculum covered urethral anatomy, catheter types, managing urinary retention, troubleshooting measures, and management of catheter-related discomfort. Pre- and postcurriculum surveys assessed confidence levels with aspects of catheter management. Trends in catheter-related consultations by surgical services were examined 6 months before and after the education session. Paired t-test used to determine statistical significance. Significance set at p &lt; 0.05.</div></div><div><h3>Results</h3><div>About 24 nonurology surgical residents completed the pre- and postsurveys. Respondent reported a mean confidence increase from 3.04 ± 0.85 to 3.92 ± 0.72 in placing routine foley catheters (p &lt; 0.05), 3.38 ± 0.97 to 4.08 ± 0.58 for male urethral anatomy knowledge (p &lt; 0.05), 3.29 ± 0.99 to 3.83 ± 0.70 for female urethral anatomy knowledge (p &lt; 0.05), and 2.08 ± 0.83 to 3.75 ± 0.61 for managing foley associated discomfort (p &lt; 0.05). There was a decrease in the number of catheter consultations placed to urology by surgical services in the 6 months following the education session.</div></div><div><h3>Conclusion</h3><div>Our findings underscore the feasibility of implementing a foley catheter module and its potential to enhance resident confidence and reduce confusion regarding catheter management. Furthermore, the decrease in difficult catheter placement and catheter discomfort consultations may suggest early curricular efficacy in bolstering interns’ catheter troubleshooting skills.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103578"},"PeriodicalIF":2.6,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144523808","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":"How Informed are Visiting Medical Students? A Content Analysis of Online Information Regarding Plastic Surgery Away Rotations","authors":"Rose S. Maisner MD,&nbsp;Madeline Tierney MD,&nbsp;Sarah M. Thornton MD,&nbsp;Jessieka Knazze MD,&nbsp;Stephen Ortmann MD,&nbsp;Daniel Y. Cho MD, PhD","doi":"10.1016/j.jsurg.2025.103584","DOIUrl":"10.1016/j.jsurg.2025.103584","url":null,"abstract":"<div><h3>Objective</h3><div>Given the importance of away rotations for students to learn about programs through direct experience and for programs to evaluate applicants, this study aims to characterize plastic surgery residency program website and VSLO content for away rotation information.</div></div><div><h3>Methods</h3><div>All website and VSLO plastic surgery away rotation listings were assessed for information regarding the rotation application process, logistics, and details. Chi-Squared and Fisher’s Exact testing were used to compare comprehensibility by program characteristics including the residency model, program size, age, amount of funding, Doximity ranking, and number of Instagram posts and followers. McNemar testing was used to compare program information between websites and VSLO.</div></div><div><h3>Results</h3><div>About 104 residency programs were identified, with 85.6% listing information on their websites and 76.0% on VSLO. Information regarding rotation applications, logistics, and details, is listed on 87.6, 85.4%, and 71.9% of websites and 100.0%, 100.0%, and 68.4% of VSLO pages. VSLO had significantly more information on the application process and rotation logistics than program websites (p ≤ 0.004), while program websites had more rotation descriptions (p = 0.003), information on call schedules (p = 0.011), presentations (p = 0.036), and simulation opportunities (p = 0.008). Independent programs were significantly less likely to provide online information on their rotations (p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>While most programs included information about their away rotations on websites or VSLO, the degree and content of this information is highly variable by program and between platforms. Improving the comprehensibility, accessibility, and consistency of online plastic surgery away rotation listings will benefit students and programs in better matching applicants to well-fitting programs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"82 9","pages":"Article 103584"},"PeriodicalIF":2.6,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144511042","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}