Journal of surgical education最新文献

{"title":"Association Between Social Deprivation and Longitudinal Research Productivity Among Orthopedic Surgery Residency Applicants.","authors":"Ben Setaro, Evan London, Siddarth Dasari, Dominic M Farronato, A Bobby Chhabra, Wendy Novicoff, Charles A Su","doi":"10.1016/j.jsurg.2026.104217","DOIUrl":"https://doi.org/10.1016/j.jsurg.2026.104217","url":null,"abstract":"<p><strong>Objective: </strong>Application to orthopedic surgery residency is increasingly competitive and the transition of USMLE Step 1 to pass/fail scoring has increased reliance on research productivity in applicant selection. However, access to research may be shaped by socioeconomic factors. This study evaluated the association between the Social Deprivation Index (SDI) and research productivity over a 15-year period spanning residency application through early-career practice.</p><p><strong>Design: </strong>Retrospective cohort study. ERAS provided permanent ZIP codes and research metrics. Associations were assessed using Spearman's correlation, with statistical significance set at p < 0.05.</p><p><strong>Setting: </strong>A single large academic U.S. orthopedic surgery residency program.</p><p><strong>Participants: </strong>A total of 822 applicants during the 2010 application cycle. Thirty-nine applicants lacked assignable SDI scores, leaving 783 for application-stage analyses; 290 lacked Scopus profiles, leaving 493 for long-term analyses. Profile groups were compared.</p><p><strong>Results: </strong>Higher SDI, indicating greater deprivation, was inversely correlated with number of research experiences (p = 0.002) and poster/oral presentations (p = 0.010); both persisted after correction for multiple comparisons (adjusted p = 0.012 and 0.030). SDI was not significantly associated with total application research items (p = 0.064), manuscripts (p = 0.078), or long-term outcomes, including post-ERAS publications (p = 0.472), total publications (p = 0.408), current citation count (p = 0.939), or h-index (p = 0.642). Excluded applicants reported less research at application but did not differ in SDI (p = 0.614).</p><p><strong>Conclusions: </strong>Greater socioeconomic deprivation was associated with fewer research experiences and presentations on residency applications, suggesting reduced access to early research opportunities. These associations may be driven by differences in access to mentorship and financial flexibility to attend conferences, assume unpaid research, and complete research years. Socioeconomic disadvantage may be associated with reduced early academic engagement but was not associated with sustained publication output in this cohort.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"83 12","pages":"104217"},"PeriodicalIF":2.1,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Operating Room Learning Environment Across Surgical Residency Programs in Kuwait: A Cross-Sectional Study.","authors":"Yasmen Alrumaidhi, Sara Almansour, Tina Humaidah, Rawan Hashem, Abdulla Ali, Yousef Marwan","doi":"10.1016/j.jsurg.2026.104212","DOIUrl":"https://doi.org/10.1016/j.jsurg.2026.104212","url":null,"abstract":"<p><strong>Objective: </strong>To assess the operating room (OR) educational environment across surgical residency programs in Kuwait and compare perceptions between junior and senior residents.</p><p><strong>Design: </strong>A cross-sectional, anonymous survey using the 40-item Operating Room Educational Environment Measure (OREEM). Items were scored on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree), with negatively phrased items reverse-scored before analysis. Overall and subscale mean scores were calculated for Trainer & Teaching, Learning Opportunities, Atmosphere in the OR, and Supervision/Workload/Support. Internal consistency was assessed using Cronbach's alpha. Junior (PGY1-2) and senior (PGY3+) residents were compared using the Mann-Whitney U test.</p><p><strong>Setting: </strong>Surgical residency programs in Kuwait.</p><p><strong>Participants: </strong>Ninety-nine surgical residents responded; 92 provided sufficient data to calculate OREEM scores.</p><p><strong>Results: </strong>The overall mean OREEM score was 3.73 ± 0.56. Subscale means were 4.04 ± 0.61 for Atmosphere, 3.97 ± 0.70 for Supervision/Workload/Support, 3.73 ± 0.83 for Trainer & Teaching, and 3.32 ± 0.62 for Learning Opportunities. The overall scale demonstrated high internal consistency (Cronbach's alpha = 0.913). No significant difference in overall scores was observed between junior and senior residents (p = 0.462).</p><p><strong>Conclusion: </strong>The OR educational environment in Kuwait was generally satisfactory, with strong perceptions of atmosphere and support. Learning opportunities, particularly operative participation on elective lists and exposure to emergency cases, are key targets for improvement. OREEM can serve as an audit framework to guide and evaluate educational interventions.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"83 12","pages":"104212"},"PeriodicalIF":2.1,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Equity in Obstetric Training: Procedural Disparities in the Ob/Gyn Clerkship.","authors":"Melissa R Rosen, Brooke E Schroeder, Katherine A Lambert, Norma Davis, Lena Fried, Deborah Engle, Melody Baldwin, Sarah K Dotters-Katz","doi":"10.1016/j.jsurg.2025.103614","DOIUrl":"10.1016/j.jsurg.2025.103614","url":null,"abstract":"<p><strong>Objective: </strong>To assess for differences in obstetric procedural experiences on the obstetrics and gynecology (OB/GYN) clerkship based on medical student race and gender.</p><p><strong>Design: </strong>IRB-approved retrospective cohort study of medical student case logs on their OB/GYN clerkship between 2014 and 2022.</p><p><strong>Setting: </strong>Single United States allopathic medical school, with clinical rotations at a tertiary care center-Duke University School of Medicine, Durham, North Carolina PARTICIPANTS: 918 medical students who completed their OB/GYN clerkship between 2014 and 2022. Students with missing race or gender data from the information shared by the Assistant Dean of Education were excluded, resulting in a total of 869 students included in the analysis.</p><p><strong>Results: </strong>Among 869 students included in the study, 59.0% were female and 23.9% identified as underrepresented minorities in medicine (URM). There were no significant differences in \"hands-on\" experience in vaginal or cesarean deliveries based on medical student race or gender. However, URM male students participated in 0.74 fewer vaginal deliveries (95% CI: -1.35 to -0.12) and 1 less total delivery (95% CI: -1.91 to -0.07) than non-URM female students, while non-URM male students participated in 0.45 fewer vaginal deliveries (95% CI: -0.87 to -0.03) than non-URM female peers. These results were obtained while controlling for differences based on academic year and clerkship timing within the academic year.</p><p><strong>Conclusions: </strong>No differences were noted in \"hands-on\" delivery experience during the OB/GYN clerkship based on medical student gender or URM status, however subgroup analyses revealed that URM and non-URM male students participated in fewer vaginal deliveries compared to non-URM female peers. These differences, although modest, highlight potential disparities in clinical exposure and inclusion in the learning environment, warranting further investigation and underscoring the need for continued efforts to ensure equitable learning opportunities for all students.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"82 10","pages":"103614"},"PeriodicalIF":2.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144812731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Workplace-Based Assessment in Emergency Surgical Education Improves the Clinical Core Competency of Residents.","authors":"Wuchao Liu, Jie Ding, Xinhui Zhang, Xueqian Ma, Junchi Yang, Panyu Zhou, Xiaojun Shen","doi":"10.1016/j.jsurg.2025.103644","DOIUrl":"10.1016/j.jsurg.2025.103644","url":null,"abstract":"<p><strong>Objective: </strong>While numerous studies exist on Workplace-Based Assessment (WPBA) methodologies, their application in surgical education remains underexplored. This study implemented WPBA within Emergency General Surgery (EGS) residency standardized training, with the aim to evaluate its efficacy in enhancing clinical core competencies.</p><p><strong>Design: </strong>For this prospective study, a multimodal assessment framework incorporating WPBA tools, namely, Mini-Clinical Evaluation Exercise (Mini-CEX), Directly Observed Practical Skills (DOPS), Subjective, Objective, Assessment, and Plan (SOAP), an assessment recording, and Multisource Feedback (MSF); and competency evaluation metrics were employed. Comparative analysis of core competency scores and exit assessment performance was conducted between experimental and control groups. Data were analyzed using the chi-squared test or Fisher's exact test.</p><p><strong>Setting: </strong>The First Affiliated Hospital of Naval Medical University, located in Shanghai, China.</p><p><strong>Participants: </strong>Sixty three residents undergoing standardized EGS training from January to March, 2024, at the First Affiliated Hospital of Naval Medical University, were recruited. These trainees were allocated into either experimental or control groups, using monthly randomization principles.</p><p><strong>Results: </strong>Baseline characteristics showed no statistically significant intergroup differences in gender, training grade, educational background, standardized training source, or standardized training base (p > 0.05). The experimental group demonstrated significant post-training improvements across all competency domains (p < 0.05), whereas the control group exhibited marginal improvement (p > 0.05). While theoretical knowledge and medical documentation scores were marginally higher in the experimental group (p > 0.05), clinical skills assessment scores showed statistically significant superiority (p < 0.05).</p><p><strong>Conclusion: </strong>WPBA implementation effectively enhances clinical core competencies in EGS residents, and optimizes standardized training outcomes, suggesting its value as a pedagogical innovation in surgical education.¹.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"82 10","pages":"103644"},"PeriodicalIF":2.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144812732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Distanced Traveled\" Program Increases Interest in Orthopedics in Title I High School Students.","authors":"Omar Taha, Matthew Weintraub, Ritt Givens, Matan Malka, Grace Plassche, Avonley Nguyen, Christen M Russo","doi":"10.1016/j.jsurg.2025.103628","DOIUrl":"10.1016/j.jsurg.2025.103628","url":null,"abstract":"<p><strong>Objectives: </strong>The Distance Traveled program aims to increase access to orthopedic education by increasing early exposure, knowledge, and interest in musculoskeletal (MSK) medicine among title 1 high school students. Title 1 high schools are a federal designation for schools serving a high percentage of students from low-income families. The program focuses on addressing barriers such as limited field exposure, lack of role models, misconceptions about physical demands, and negative stereotypes.</p><p><strong>Design: </strong>A pipeline initiative utilizing hands-on simulations, mock surgeries, expert lectures, and Q&A sessions. The program employed pre- and postprogram surveys to assess changes in participants' interest, career orientation, and knowledge of orthopedics. Data were analyzed using within-subject T-tests (alpha = 0.05).</p><p><strong>Setting: </strong>Implemented in Title I public high schools across New York City, targeting communities traditionally underrepresented in medicine and orthopedics.</p><p><strong>Participants: </strong>In its inaugural year, the program reached 160 students through 5 events. Survey responses were collected from 100 participants before the program and 66 after its completion. The cohort was notably diverse: 36% identified as Black or African American, 65% as Hispanic, and 72% as female.</p><p><strong>Results: </strong>Participants showed statistically significant improvements in several areas: increased interest in orthopedics (p = 0.003), Greater inclination toward pursuing medical school (p = 0.014) and orthopedic careers (p = 0.02), Improved perceptions of orthopedic surgeons (p = 0.012), Enhanced familiarity with orthopedic terminology and overall confidence in understanding the field (p = 0.001) CONCLUSIONS: The Distance Traveled program is a promising model for increasing access to orthopedic surgery amongst a diverse group of students. By improving early exposure and interest in the field among underrepresented high school students, this initiative has the potential to contribute to a more representative physician workforce.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"82 10","pages":"103628"},"PeriodicalIF":2.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144801366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of Trainees With Motor and Sensory Disabilities in Surgical Specialties: Barriers, Representation, and Inclusive Solutions.","authors":"Raeesa Kabir, Shannon Y Zhou, Minh-Doan Nguyen","doi":"10.1016/j.jsurg.2025.103640","DOIUrl":"10.1016/j.jsurg.2025.103640","url":null,"abstract":"<p><strong>Objective: </strong>To highlight the experiences of trainees with disabilities in surgical and procedural specialties to encourage the development of inclusive training opportunities within surgical specialties.</p><p><strong>Design: </strong>PRISMA guidelines were used to search PubMed, Medline, Embase, and Cochrane databases in October 2024. Studies that focused on trainees with motor or sensory disabilities (MSD) in medical school or graduate medical training were included. Studies not specifying learners' experience navigating training were excluded. Data extraction included trainee level, specialty, type of disability, and solutions implemented.</p><p><strong>Setting: </strong>This review includes research conducted in academic settings.</p><p><strong>Participants: </strong>Participants in the included studies were medical students, residents, and fellows in various specialties.</p><p><strong>Results: </strong>Of 621 initial studies, 5 met inclusion criteria. Total number of trainees included 4 medical students, and 1 resident. Three (66.7%) learners had spinal cord injuries, one (16.7%) had Osteogenesis Imperfecta, and one (16.7%) had severe bilateral sensorineural hearing loss. Three studies (50%) described medical students' and a resident's experience in surgical fields of OBGYN and Surgery clerkship, and Neurosurgery residency respectively. One study (16.7%) described a student's experience in Emergency Medicine, and the final study (16.7%) described a student's experience navigating medical school and all clerkships. All 4 medical students passed their clerkships, with honors awarded for those in Emergency Medicine and Surgery. The resident in Neurosurgery successfully completed the program.</p><p><strong>Conclusion: </strong>Trainees with disabilities in surgical fields remain underrepresented. This review highlights the capacity for resilience among trainees in surgical and procedural fields, showing that students with disabilities can excel in surgical training. These findings emphasize the need for surgical programs to adopt practices that accommodate diverse needs among trainees and foster a more accessible and supportive learning environment for all aspiring surgeons.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"82 10","pages":"103640"},"PeriodicalIF":2.1,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144818908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives on Application and Interview Capping in Residency Selection of Surgical Subspecialties.","authors":"Shwetha Mudalegundi, Marisa Clifton, Scott Lifchez, Dawn LaPorte, Saras Ramanathan, Ahmed H Sabit, Fasika Woreta","doi":"10.1016/j.jsurg.2024.04.007","DOIUrl":"10.1016/j.jsurg.2024.04.007","url":null,"abstract":"<p><strong>Objective: </strong>With the advent of virtual interviews, the potential for interview hoarding by applicants became of greater concern due to lack of financial constraints associated with in-person interviewing. Simultaneously, the average number of applications submitted each year is rising. Currently there is no cap to the number of applications or interviews an applicant may complete when applying to residency, with the exception of ophthalmology with a cap of 15 interviews. No studies have assessed the applicants' perspectives on an application or interview cap. We assessed the attitudes of surgical subspecialty applicants towards capping, which may be useful when considering innovations in residency selection.</p><p><strong>Design/setting/participants: </strong>About 1841 applicants to the Johns Hopkins' ophthalmology, urology, plastic surgery, and orthopedic surgery residency programs from the 2022-2023 cycle were invited to respond to a 22-item questionnaire. Statistical analyses of aggregate data were conducted using R.</p><p><strong>Results: </strong>Of the 776/1841 (42%) responses, 288 (40%) were in support of an application cap, while 455 (63%) were in support of an interview cap. Specialty (p < 0.001), gender (p < 0.001), taking a gap year (p = 0.02), medical school region (p = 0.04), and number of interviews accepted off of a waitlist (p = 0.01) were all significantly associated with a difference in opinion regarding an application cap. Specialty (p < 0.001), USMLE Step 1 score (p = 0.004), number of interviews (p < 0.001), and number of programs ranked (p < 0.001) were all significantly associated with a difference in opinion regarding an interview cap. Of those applicants who were in support of the respective caps they believed that on average a cap should consist of 48.1 (16.1) applications and 16.0 (8.0) interviews.</p><p><strong>Conclusions: </strong>Our findings highlight the desire for interview caps among the majority of applicants to surgical subspecialties and thus this innovation may be considered by other specialties in the era of virtual interviews.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"1013-1023"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a Competency Framework Defining Effective Surgical Educators.","authors":"Neha Sharma, Emily Steinhagen, Jeffrey M Marks, J. Ammori","doi":"10.1016/j.jsurg.2023.11.017","DOIUrl":"https://doi.org/10.1016/j.jsurg.2023.11.017","url":null,"abstract":"","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"443 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139020166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Medical Students' Perceptions of Peer-to-Peer Interactions Related to Applying to a Surgical Residency.","authors":"Michael Ho-Yan Lee, Yajur Iyengar, Dan Budiansky, P. Veinot, M. Law","doi":"10.1016/j.jsurg.2023.11.007","DOIUrl":"https://doi.org/10.1016/j.jsurg.2023.11.007","url":null,"abstract":"","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"333 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139014520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Assessment Versus Peer-Assessment in Microsurgery Learning: A Comparative Retrospective Study in a Surgery Residents Cohort.","authors":"Eva Deveze, A. Traoré, Nicolas Ribault, D. Estoppey, Benoît Latelise, H. Fournier, N. Bigorre","doi":"10.2139/ssrn.4170638","DOIUrl":"https://doi.org/10.2139/ssrn.4170638","url":null,"abstract":"INTRODUCTION\u0000In surgical learning, self-assessment allows the physician to identify and improve his strong and weak points. However, its scientific validity has yet to be demonstrated. The aim of this study was to analyze if there is a link between self-assessment accuracy and improvement in surgical skills. We make the hypothesis that an accurate self-assessment allows a greater improvement MATERIAL AND METHOD: We set up a retrospective cohort study at the tertiary University Hospital of Angers. Between 2019 and 2021, twenty-eight surgery residents took part into a microsurgery program and were included in the study. For two weeks, they performed anastomosis training on inert material and living anesthetized rats under microscope. Each resident was evaluated during the workshop by senior surgeons on 10 items: movement stability and fluidity, instrument manipulation, needles, dissection, clamp setting, vessel manipulation, suture, checking before clamp removal, checking after clamp removal, watertighness. Self-assessment was performed by the residents with the same grid, at the end of the workshop. Residents' and senior's evaluations were double-blind. We retrospectively analyzed the concordance between senior objective assessment and self-assessment, and the effect of an accurate self-assessment on technical improvement.\u0000\u0000\u0000RESULTS\u0000Data for twenty-five residents were analyzed, 14 were female (56%). The mean age was 29 years. Surgical specialties were orthopedics (44%), maxillofacial surgery (45.4%), neurosurgery (12%), gynecology (4%) and vascular surgery (4%). According to Cohen's kappa coefficient, 14 residents (56%) underestimated themselves, 7 (28%) were concordant with peer-assessment and 4 (16%) overestimated themselves. The concordance between self and peer assessment during sessions was positive for the most objective items, and negative for the most subjective items. Technical skills improvement in term of peer-assessment averages was positive for each item in each group, without statistical differences between groups.\u0000\u0000\u0000CONCLUSION\u0000We found that the ability to self-assess in a fast-track microsurgery module for surgery residents varied according to analyzed gestures. We demonstrated an improvement in term of self-assessment for objective items, and a decrease for subjective items. However, we didn't find any relation between improvement curve and the accuracy of self-assessment.","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45978712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}