The journal of education in perioperative medicine : JEPM最新文献

{"title":"An Evaluation of the Microsoft HoloLens2 in the Clinical Teaching of Pain Pathways for Undergraduate Medical Students.","authors":"Kevin J Murphy, Niall O'Brien, Murray Connolly, Gabriella Iohom, James Gibson, George Shorten","doi":"10.46374/VolXXVII_Issue2_Murphy","DOIUrl":"10.46374/VolXXVII_Issue2_Murphy","url":null,"abstract":"<p><strong>Background: </strong>In medical education, vertical integration (VI) refers to integration between the clinical and basic sciences. Mixed reality (MR) refers to a rendered experience in which virtual and \"real\" elements are perceived simultaneously by a learner. The Microsoft HoloLens2 is a novel headset that allows the rendering of an MR environment and facilitates a live 2-way broadcast to (a) remote environment(s). We present here a mixed-methods study that extends previous work of ours examining the feasibility, usability, and efficacy of MR in the clinical education of medical students, specifically teaching pain pathways in a clinical context.</p><p><strong>Methods: </strong>A series of 7 interactive bedside tutorials on pain pathways and their relevance to postoperative pain management was delivered by a single teacher (K.J.M.) using the HoloLens2. Each tutorial included interaction with a patient during the postoperative period and a group of 5 medical students who were situated in a remote lecture theater within the hospital complex. The tutorial used insertion of virtual artifacts, including diagrammatic examples of pain pathways often superimposed on or positioned adjacent to the patient. Student feedback was elicited using a modified Evaluation of Technology-Enhanced Learning Materials: Learner Perceptions (ETELM-LP) tool.</p><p><strong>Results: </strong>This was a prospective, observational study that used both qualitative and quantitative methods. Seven patients and 35 students participated across 7 separate tutorials. The mean System Usability Scale score for medical students was 72.5 (interquartile range 62.5-80.0) and for the clinician was 70.5, indicating favorable usability. The modified ETELM Questionnaire using a 7-point Likert scale demonstrated MR contributed to achieving the learning objectives of the tutorial (median = 6, range 5-7), and was superior to a lecture supported by computer- projected slides. There was disagreement among students regarding the value of the MR tutorial in comparison with a live patient encounter (median = 4, range 3-5). Patients consistently rated communication with the clinician highly (median = 7, range 6-7) and favored the MR tutorial over small group bedside teaching (median = 7, range 6-7).</p><p><strong>Conclusions: </strong>We demonstrated within our institution that bedside clinical teaching of pain pathways using the Microsoft HoloLens2 and MR is both feasible and effective, and could enhance vertical integration of basic and clinical material within a medical undergraduate curriculum. This study's collaborative application development model, involving tutors, facilitators, and curriculum experts, sets a precedent for future educational technology in health care. Further evaluation of the usability of the device in this context is planned, and future research may evaluate the generalizability of our findings to other elements of medical education.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 2","pages":"E745"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142582/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Leave of Absence Affect Publication Productivity for Physician Trainees During Anesthesiology Residency?","authors":"Emily E Sharpe, Monica W Harbell, Ingrid L Hirte, Claire Yee, Emily Reynolds, Madeline Whitney, Molly B Kraus, Sher-Lu Pai","doi":"10.46374/VolXXVII_Issue2_Pai","DOIUrl":"10.46374/VolXXVII_Issue2_Pai","url":null,"abstract":"<p><strong>Background: </strong>Residency occurs for most physicians during the childbearing years. As residents face demanding work schedules, the training experiences may be further stressed by parenthood. There is a perception that residents who take parental leave are less academically productive.</p><p><strong>Methods: </strong>We obtained the names of anesthesia residents from Mayo Clinic graduating classes of 2016 to 2021. Google Scholar, EMBASE, and PubMed were used to search for publications by the names of residents. Gender and leave of absence data for each resident during residency were identified. A set of logistic regressions was used to examine leave from work related to the residents' publication outcomes.</p><p><strong>Results: </strong>Of the 149 residents included in the study, 49 (32.9%) took parental and 19 (12.75%) took other types of extended leave (≥ 5 days). Those who took parental leave did not differ in likelihood of being published compared with those who took other types of extended leave (<i>P</i> = .066) or no leave (<i>P</i> = .447). No relationship was found between taking parental leave with total number of publications, first author publications, second author publications, or original research publication after controlling for gender, graduation year, or total number of days of leave.</p><p><strong>Conclusions: </strong>Taking parental leave did not adversely affect scholarly output among anesthesiology residents at a single multi-site institution.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 2","pages":"E746"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding Their Place: How Anesthesiology Interns Develop a Sense of Belongingness in a New Community of Practice.","authors":"Nicholas R Cormier, Bhoumesh Patel, Sadhvi Khanna, Viji Kurup","doi":"10.46374/VolXXVII_Issue2_Cormier","DOIUrl":"10.46374/VolXXVII_Issue2_Cormier","url":null,"abstract":"<p><strong>Background: </strong>Belongingness is an individual sense of \"connection\" or \"acceptance\" from others, created through an interaction between an individual and their surrounding environment, and impacts medical education. How anesthesiology interns develop a sense of belongingness within anesthesiology is poorly understood. This study explores the pathway and mechanisms by which anesthesiology interns develop a sense of belongingness.</p><p><strong>Methods: </strong>Semi structured interviews were conducted with 23 anesthesiology trainees during the 2023-2024 academic year. A constructivist, qualitative approach rooted in grounded theory was used to generate a middle-range theory on the development of belongingness among anesthesia interns.</p><p><strong>Results: </strong>The authors identified 4 primary facets of anesthesiology interns' Belongingness Journey described as (1) Stepping into liminality, (2) Cohesion with(out) contact, (3) Purpose-driven belonginess, and (4) Perceived self-actualization. As trainees entered the liminal space of internship, multiple mechanisms destabilizing their sense of belongingness emerged, described here as <i>performing normalcy</i> and <i>managing otherness</i>. Interns combated destabilization by widening their social networks, most often to include other interns, and less frequently to include clinical anesthesia residents and faculty mentors. Alignment with purpose appeared protective, and to enhance this alignment, interns turned to multiple strategies including <i>reframing</i> and <i>deliberate engagement</i>. Upon crossing the threshold into their next year of training, interns described a sense of self-actualization and renewed belongingness despite entering a perhaps equally liminal space.</p><p><strong>Conclusions: </strong>Anesthesiology interns' idiosyncratic lived experiences track along a belongingness journey. Knowledge of this pathway may help to inform the creation of future professional development and belongingness curricula.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 2","pages":"E744"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142585/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hit Me With Your Best Talk: Improving Trainee Communication Methods in Anesthesiology.","authors":"Alexis-Danielle Roberts, Monika Martinek","doi":"10.46374/VolXXVII_Issue2_Roberts","DOIUrl":"10.46374/VolXXVII_Issue2_Roberts","url":null,"abstract":"","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 2","pages":"E747"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12142583/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Objective Assessment of Skill Retention 7 Months Post-Training: Motion Analysis of Central Venous Catheter Placement.","authors":"Vincent Baribeau, Miheer P Sane, Aidan Sharkey, Kadhiresan R Murugappan, Daniel P Walsh, Vanessa T Wong, John D Mitchell","doi":"10.46374/VolXXVII_Issue1_Mitchell","DOIUrl":"https://doi.org/10.46374/VolXXVII_Issue1_Mitchell","url":null,"abstract":"<p><strong>Background: </strong>Central venous catheter (CVC) placement is a technically challenging skill. Routine assessment tools, including checklists and global rating scales, require subjective expert evaluation. We hypothesized that motion analysis could be used to objectively assess skill retention in CVC placement by comparing the performance of anesthesiology residents immediately after training and 7 months later.</p><p><strong>Methods: </strong>After learning to perform CVC placement on a mannikin, 12 first-year anesthesiology residents each performed a \"baseline\" trial with electromagnetic motion sensors on the dorsum of their dominant hand and base of their ultrasound probe. Seven months later, they each performed a \"follow-up\" mannikin trial with an identical setup. For each trial, sensors recorded participants' path length, translational motions, and rotational sum. Time was recorded for each trial as well. We defined skill retention as performance within 1 standard deviation or less of the entire cohort's average at baseline (threshold). We compared the number of residents who met the threshold, which indicated less excessive motion and therefore better performance, at baseline with the number at follow-up using McNemar's test across each metric for each sensor.</p><p><strong>Results: </strong>For path length, translational motions, and rotational sum of the probe, significantly more residents met the threshold at baseline than at follow-up (<i>P</i> < .04). No significant differences were detected for any metrics of the dorsum or time.</p><p><strong>Conclusions: </strong>Motion analysis can objectively assess skill decay in anesthesiology residents performing CVC placement. Residents exhibited skill retention in tasks involving their dominant hand and skill decay in tasks involving the ultrasound probe (nondominant hand).</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 1","pages":"E742"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12005083/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144026242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Appraisal of Anesthesiology Educational Research for 2021.","authors":"Lara Zisblatt, Rachel Moquin, Andrew Benckendorf, Dawn Dillman, Amy N DiLorenzo, Ashley E Grantham, Mark P MacEachern, Emily E Peoples, Fei Chen","doi":"10.46374/VolXXVII_Issue1_Chen","DOIUrl":"https://doi.org/10.46374/VolXXVII_Issue1_Chen","url":null,"abstract":"<p><strong>Background: </strong>Based on a review of anesthesiology education articles published in 2021, the authors conducted a critical appraisal to describe trends in the literature, highlight innovations in the field, and identify high-yield articles for clinician educators in anesthesiology.</p><p><strong>Methods: </strong>After a database search (3 Ovid MEDLINE databases, Embase.com, ERIC [via FirstSearch], PsycINFO [via EBSCOhost], and PubMed), abstracts were screened by 2 independent reviewers based on inclusion criteria. Articles representing publications in both anesthesiology-specific journals and general medical education journals were included via manual search. Three randomly assigned raters reviewed and scored each quantitative article using a rubric. Two raters scored qualitative studies using a separate rubric designed for qualitative studies. Each article also received an overall quality rating used to create an additional list of recommended articles.</p><p><strong>Results: </strong>The database search identified 1141 articles and an additional manual search identified 1497 articles. Of these, 67 articles met the inclusion criteria (61 quantitative, 6 qualitative). This article reports and summarizes the top 13 quantitative articles and top 2 qualitative papers.</p><p><strong>Conclusions: </strong>This year we did not see as many articles describing curriculum to teach learners procedures, a topic heavily present in previous years. Also, analysis revealed an increase in articles focused on nontechnical skill education and a trend toward how to assess learner performance. Finally, 2 articles focused on gender issues in anesthesiology, an emerging area of interest.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 1","pages":"E737"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11978223/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144058015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Anesthesiology: A Survey of Diversity, Equity, and Inclusion in Residency Curricula.","authors":"Grace Huang, Chris Wang, Tiffany Rosenzweig, Rachel Moquin, Scott Markowitz, Enyo Ablordeppey","doi":"10.46374/VolXXVII_Issue1_Ablordeppey","DOIUrl":"https://doi.org/10.46374/VolXXVII_Issue1_Ablordeppey","url":null,"abstract":"<p><strong>Background: </strong>Despite national recognition of diversity, equity, and inclusion (DEI) training in graduate medical education, the current landscape of DEI curricula across anesthesiology residencies is poorly understood. We surveyed anesthesiology residency programs to evaluate how DEI education is implemented and assessed.</p><p><strong>Methods: </strong>We conducted a cross-sectional survey of all 164 Accreditation Council for Graduate Medical Education-accredited anesthesiology residency programs. The survey was developed, and data were collected using the Research Electronic Data Capture (REDCap) tool. Program characteristics and departmental attitudes toward DEI were collected on a 5-point Likert scale. Univariate and bivariate analysis models were used to generate a descriptive report of responses. Content analysis was used to identify additional themes from open-ended responses.</p><p><strong>Results: </strong>Fifty-three (32%) program directors responded to the survey. As their primary practice setting, 71.7% of programs were university-based, 18.9% community-based university- associated, and 9.4% community-based programs. A DEI curriculum was reported in 64.2% of programs with the median year of implementation in 2020 and the median hours spent per academic year on DEI content was 2.0 to 3.5 (range, 1-20). Of programs without a DEI curriculum, 68.4% indicated interest in implementing one. Of those with a DEI curriculum, common learning activities were case-based discussion, web-based learning, classroom learning, and simulations. The most common barriers to implementation included educational expertise, time for residents, and time for faculty. Only 11.5% (n = 3) of programs assessed outcomes from their curricula, most using pre-post surveys.</p><p><strong>Conclusions: </strong>This study found that the presence of a DEI curriculum in anesthesiology residencies is relatively new, heterogeneous, and nonstandardized, and that outcomes are rarely measured.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 1","pages":"E736"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11978220/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143994033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the Block: Development of an Assessment Tool to Evaluate Periprocedural and Communication Skills in Regional Anesthesia.","authors":"Andres F Rojas, Fei Chen, Daniel McMillan, Xinming An, Robert Isaak, Maxwell Jolly, Jennifer Allan, Randall Coombs, Monika Nanda, Stuart A Grant","doi":"10.46374/VolXXVII_Issue1_Rojas","DOIUrl":"https://doi.org/10.46374/VolXXVII_Issue1_Rojas","url":null,"abstract":"<p><strong>Background: </strong>The Objective Structured Clinical Examination (OSCE) allows for residency training programs to assess clinical competencies. OSCEs can assess periprocedural skills but are challenging to implement because of their cost and time-intensive nature, especially in subspecialty areas such as regional anesthesia. The objective of this pilot project was to develop and implement an OSCE to assess important competencies in the field of regional anesthesia with focus on periprocedural and communication skills such as the ability to obtain informed consent, select appropriate equipment, and manage complications.</p><p><strong>Methods: </strong>Three scenarios were developed after a needs assessment of the institution's regional anesthesia curriculum. No injections were performed, and focus was given to competencies required for effective and safe regional anesthesia practice outside of procedure-specific and technical competencies. We describe the development of the scenarios, exam format, setting and performance, and development of the scoring tool. Statistical analysis was performed to evaluate the reliability of the project by measuring interrater reliability and internal consistency reliability.</p><p><strong>Results: </strong>Three scenarios were developed with a grading tool containing 64 checklist items and 5 global rating scores. Sixty-one percent of checklist items (39 of 64) showed moderate or better interrater reliability and all global rating scores showed moderate or better agreement. All scenarios showed moderate or better internal consistency reliability.</p><p><strong>Conclusions: </strong>This pilot project details the development of a regional anesthesia OSCE that offers a valid, reliable, reproducible, cost-effective, and feasible method to assess periprocedural and communication competencies required for successful regional anesthesia practice.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 1","pages":"E743"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11978219/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Physiologic Effect of Augmented Reality Simulation Versus Traditional Simulation: A Noninferiority, Randomized Controlled Trial.","authors":"Asheen Rama, Marcos S Rojas-Pino, Ellen Y Wang, Samuel T Rodriguez, Man Yee Suen, Janet S Titzler, Michelle Zuniga-Hernandez, Christian Jackson, Oswaldo Rosales, Faith Collins, Thomas J Caruso","doi":"10.46374/VolXXVII_Issue1_Rama","DOIUrl":"https://doi.org/10.46374/VolXXVII_Issue1_Rama","url":null,"abstract":"<p><strong>Background: </strong>Traditional medical simulations leverage stressful scenarios to potentiate memory. Augmented reality (AR) simulations provide cost-effective experiences using holograms instead of mannequins. This study investigated the physiologic response to AR simulations.</p><p><strong>Methods: </strong>This was a noninferiority, controlled trial at an academic, pediatric hospital in Northern California among health care workers randomized to AR or traditional, in situ medical simulations. The primary outcome investigated parasympathetic tone. Biometric sensors assessed parasympathetic tone as respiratory sinus arrhythmia (RSA). A difference in RSA of less than 10% between groups was considered noninferior. Secondary outcomes explored usability, ergonomics, satisfaction, and recall with the System Usability Scale (SUS), ISO 9241-400, Simulation Design Scale (SDS), and an electronic questionnaire 5 months after the intervention, respectively.</p><p><strong>Results: </strong>A total of 111 participants were enrolled and 106 analyzed. Both groups experienced a decrease in mean RSA from baseline to during the simulation (<i>P</i> < .001 for both groups). Subsequently, there was an increase in RSA from the simulation period to the recovery period (<i>P</i> < .001 for the AR group and <i>P</i> = .035 for the traditional group). Regarding secondary outcomes, the mean SUS score of 70.5 suggested good usability, 65.38% of AR participants reported feeling comfortable using the headset, and satisfaction in both groups was similar except for differences in use of real-life factors. The recall assessment was completed by 12 AR and 15 traditional participants, with similar scores between the 2 groups (<i>P</i> = .4).</p><p><strong>Conclusions: </strong>AR simulations produced a noninferior change in parasympathetic tone compared with traditional simulations. Future investigations may explore the effectiveness of AR simulations for developing nontechnical skills during remote training. (Registration: Clinical Trials Registry NCT05674188.).</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 1","pages":"E740"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11978224/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144058705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Constructing a Validity Argument and Exploring Implications for the American Board of Anesthesiology's Basic Examination.","authors":"Riley S Carpenter Lide, Rachel Moquin, Erin Green","doi":"10.46374/VolXXVII_Issue1_Lide","DOIUrl":"https://doi.org/10.46374/VolXXVII_Issue1_Lide","url":null,"abstract":"<p><strong>Background: </strong>In 2014, The American Board of Anesthesiology introduced the Basic Examination as a graduation requirement for second-year anesthesiology trainees. The exam's validity has been supported by evidence demonstrating enhanced performance on other standardized exams; however, an assessment's validity is inseparable from decisions made on its behalf. This study aimed to understand the usage and implications of the Basic Exam within training programs to construct a comprehensive validity argument.</p><p><strong>Methods: </strong>Semistructured interviews were conducted with a sample of 20 program directors from Accreditation Council for Graduate Medical Education-accredited anesthesiology training programs. Thematic analysis was performed by a 3-member team.</p><p><strong>Results: </strong>A 56-item codebook was developed and applied to the 20 transcripts, yielding 1941 coded segments organized into 7 themes. Theme 1 highlights varied programmatic policies, including dismissal (1a). Theme 2 addresses the perceived purposes of the exam: as a tool to \"weed out\" residents unlikely to achieve board certification (2a), a data point supporting remediation (2b), and a distinguishing accomplishment of physician anesthesiologists (2c). Theme 3 captures programmatic implications for recruitment (3a), operations (3b), and curricula (3c). Theme 4 confirms that residents are studying for the exam, emphasizing targeted test preparation (4a). Theme 5 discusses resident implications, including stress (5a) and clinical distraction (5b). Themes 6 and 7 explore the implications of failure and equity concerns, respectively.</p><p><strong>Conclusions: </strong>This study identifies a significantly underdeveloped validity argument supporting dismissal based on Basic Exam results and explores implications to guide future validation efforts.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"27 1","pages":"E738"},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11978226/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}