Journal of surgical education最新文献

{"title":"\"Stepping Out of a Comfort Zone\": Evaluating the Impact of a Leadership Skills Curriculum on Surgical Residents' Transition to Senior Roles.","authors":"Michael A Kochis, Alyssa A Pradarelli, Irene Y Zhang, Robert D Sinyard, Emil R Petrusa, Roy Phitayakorn","doi":"10.1016/j.jsurg.2025.103705","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103705","url":null,"abstract":"<p><strong>Objective: </strong>We previously designed and implemented a 4-part leadership skills curriculum for rising senior general surgery resident physicians at 2 institutions. To evaluate the utility of this curriculum, we explored participants' perceptions about how it impacted their transition to senior resident roles.</p><p><strong>Design: </strong>Semi-structured interviews were performed with residents who previously participated in our leadership curriculum and then completed one of their first rotations as a clinical team leader. Transcripts were analyzed inductively, and thematic analysis performed. A conceptual model was developed with consideration to prior work.</p><p><strong>Setting: </strong>Two large, academic general surgery residency programs in the United States.</p><p><strong>Participants: </strong>Eleven third-year surgical residents.</p><p><strong>Results: </strong>The most salient aspect of becoming a senior resident was gaining more complex roles and responsibilities, including maintaining positive team dynamics, teaching their team members, developing their own abilities, and above all delivering excellent patient care. All too often, these demands seemed like they were at odds with one another, causing many residents to feel anxiety about the transition. However, the curriculum helped them to develop a deliberate approach to their leadership. Residents enacted several behaviors prompted by the curriculum which improved their performance and experience as leaders: practicing self-awareness, upholding standards, developing their team members, and building a team culture.</p><p><strong>Conclusions: </strong>Our conceptual model demonstrates that a dedicated leadership curriculum can facilitate residents' transition to senior roles by equipping them with frameworks and specific skills which create synergies across their multiple responsibilities. In all, this study supports the utility of targeted interventions to enhance residents' overall leadership development, as a combination of instruction, reflection, and feedback can optimize cycles of experiential learning. Future research could explore the effects of this leadership curriculum on other team members and patients, and ways to promote leadership development longitudinally throughout residency.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103705"},"PeriodicalIF":2.1,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145133042","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":"The Surgical Resident Communication Experience: A Prospective Observational Needs Assessment.","authors":"Anna Newcomb, McKenna Stidham, Holly Wehrlen, Mckenzie Rowe, Rachael Cal, Jonathan Dort","doi":"10.1016/j.jsurg.2025.103704","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103704","url":null,"abstract":"<p><strong>Background: </strong>Skillful communication is a vital part of a surgeon's toolkit. Surgical resident day-to-day communication tasks include conducting informed consent discussions, guiding families through end-of-life conversations, coordinating care with colleagues, and demonstrating competence to educators. It is not known which are most challenging and therefore should be prioritized in training. To date, no studies have prospectively captured the communication activities of surgical residents and their sense of comfort and competence performing these varied tasks.</p><p><strong>Methods: </strong>We performed a prospective observational study of surgical residents and their communication during meetings with patients, families, and colleagues in the clinical setting. Researchers recorded location and length of encounters, goal and topic of conversations, resident reflections, and researcher observations. Resident comments and researcher field notes were analyzed for the range of experiences and common themes.</p><p><strong>Results: </strong>A total of 300 encounters were recorded from 23 residents, with 60% (n=175) involving interns. Half occurred on the medical-surgical wards and lasted under five minutes. Interns rated encounters lowest when facing unfamiliar clinical protocols, non-standardized care, interpreter technology challenges, and frequent electronic interruptions. More experienced residents cited frustration with other professionals or services and unclear processes for recurring situations. Senior residents expressed less distress than juniors when navigating unfamiliar clinical situations. Interns often internalized conflicts, attributing challenges to their lack of experience and knowledge, while senior residents tended to externalize similar frustrations, citing others' missteps. Across all levels, high-stakes discussions with patients and families were seen as challenging, but not as distressing as hospital systems, technological issues, and colleague disagreements.</p><p><strong>Conclusion: </strong>Our findings inform recommendations for topics to include in training, such as negotiating conflicting clinical plans, managing poorly defined consults, and supporting families despite strict time constraints. Longitudinal and multi-institutional data collection would provide more insight into communication training needs.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103704"},"PeriodicalIF":2.1,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102849","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":"Acquisition of Advanced Surgical Skills Utilizing High-Fidelity Dynamic Animal Laboratory Modules is Highly Desired by Surgery Residents.","authors":"Clayton Wyland, Omar Shaikh, Deirdre Sheets, Saad Shebrain","doi":"10.1016/j.jsurg.2025.103693","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103693","url":null,"abstract":"<p><strong>Background: </strong>The American College of Surgeons/Association of Program Directors in Surgery (ACS/APDS) in 2007 to 2008 created a 3-phase Surgery Resident Skills Curriculum to enhance resident training through reproducible simulations before operative experience: Phase 1 (basic surgical skills), Phase 2 (advanced skills/procedures), and Phase 3 (team-based skills). Animal models provide a unique real-world dynamic live experience simulating the operating room (OR). The study assesses residents' feedback/satisfaction on utilizing animal models for advanced/complex procedures.</p><p><strong>Methods: </strong>We retrospectively analyzed evaluations completed by residents from 2008 to 2024 for procedures included in ACS/APDS phases 1/2 and complex procedures in a faculty-proctored animal laboratory. Residents scored their experience on Likert scale from 1 to 4 (1 = unacceptable, 2 = marginal, 3 = Good, and 4 = Excellent). Five areas were assessed, including Tasks for the Training Level, Degree of Difficulty for the Training Level, Preparation for the lab, Setting, and Guidance. Additionally, residents were allowed to provide comments on their feedback. Descriptive statistics were calculated. The chi-squared test was used. We used SPSS (29.0) in the analysis.</p><p><strong>Results: </strong>Fifty-three general surgery residents [31 (58.5%) males, and 22 (41.5%) females] completed 114 evaluations as follows: 43 assessments (37.7%) by PGY1, 38 (33.3%) by PGY2, 14 (12.3%) by PGY3, 12 (10.5%) by PGY4, and 7 (6.1%) by PGY5. Residents' feedback was positive, with all assessed areas receiving favorable grading (i.e., excellent/good), with 93% for Tasks for Training Level, 92.1% for Degree of Difficulty for Training Level, 90.4% for Preparation, 97.4% for Setting, and 93% Guidance). Less than 10% of the assessed area received marginal scores by PGY1 and PGY2. Animal labs were highly desired by senior residents (Table 1).</p><p><strong>Conclusion: </strong>Animal laboratories are highly desired by residents and provide unique opportunities to perform advanced/complex procedures, similar to OR environment, but importantly, in a safe setting before operating on humans.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103693"},"PeriodicalIF":2.1,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145092814","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":"The Impact of a Structured ABSITE® Remediation Program on Resident Performance.","authors":"Hannah K Holland, Thomas Hosseini, Halen M Turner, Rana M Higgins, Jacob R Peschman, Nathan W Kugler","doi":"10.1016/j.jsurg.2025.103696","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103696","url":null,"abstract":"<p><strong>Objective: </strong>We aimed to identify the impact of a formalized American Board of Surgery In-Training Examination (ABSITE®) remediation program at our institution, with a primary outcome of avoidance of ongoing remediation.</p><p><strong>Design: </strong>Residents with ABSITE® scores below predetermined performance metric targets were assigned to a mandatory remediation program consisting of assigned quizzes through a purchased question bank repository, faculty meetings with individualized learning plan (ILP) development, and a mock ABSITE®. Question bank usage and performance were compared to ABSITE® performance standardized to the national median for the training year.</p><p><strong>Setting: </strong>This work was conducted within the Medical College of Wisconsin academic general surgery residency program (Milwaukee, WI) across the 2023-2025 academic years.</p><p><strong>Participants: </strong>Ten residents were assigned to the remediation program, based on scores below the 30th percentile on the 2023 ABSITE®, and 5 additional residents utilized the question bank but were not in remediation for the 2023-2024 academic year. Five residents were assigned to the remediation program, based on predetermined percent correct targets for postgraduate training year for the 2024 ABSITE®, and 32 additional residents utilized the question bank but were not in remediation for the 2024-2025 academic year.</p><p><strong>Results: </strong>Across the 2023-2024 and 2024-2025 academic years, 5 (50%) and 2 (40%) residents within the remediation programs improved their ABSITE® performance above the remediation threshold for the following year. During the first study year, a higher volume of practice question performance correlated with more profound score improvement, particularly when completed gradually throughout the academic year. Significant correlations were also observed between mock ABSITE® scores and ABSITE® performance during both study years.</p><p><strong>Conclusions: </strong>Implementation of a formal ABSITE® remediation program at our institution was associated with improved resident performance, highlighting the value of structured support and informing ongoing efforts to address persistent underperformance.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103696"},"PeriodicalIF":2.1,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076875","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":"Integrating a Health Equity Curriculum for General Surgery Residents: A Mixed-Methods Study.","authors":"Ariana Naaseh, Tiffany K Brocke, Oluseye K Oduyale, Katharine E Caldwell, Shaleen V Sathe, Erika A Waters, Bettina Drake, Paul E Wise","doi":"10.1016/j.jsurg.2025.103678","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103678","url":null,"abstract":"<p><strong>Background: </strong>High-quality patient care necessitates knowledge of health disparities and strategies for cultural humility, yet no widely accepted health equity curriculum is available for general surgery residents. We developed such a curriculum based on adult learning theory and local public health priorities. The format included quarterly cultural complications Morbidity and Mortality conferences, interprofessional panels, and case-based discussions. We aimed to assess the impact of the integration of this curriculum.</p><p><strong>Methods: </strong>Postsession surveys and focus groups with general surgery residents who participated in the health equity curriculum were assessed at a single academic institution. Open-ended focus group questions were designed to learn more about residents' experiences with the curriculum and the impact it has had on their thinking, clinical practice, and interactions with patients and staff. Transcripts were coded inductively by 2 independent researchers.</p><p><strong>Results: </strong>About 143 evaluations were collected and twelve residents participated in 2 focus groups. An institutional commitment to the curriculum itself promoted both self-reflection and formal/informal discourse between department members across the surgical hierarchy. Residents described moral distress related to their shortcomings in practicing equitable medicine secondary to systems-level pressures. They felt most empowered when sessions provided them with practical applications to patient care, which was also perceived as a strategy for reaching residents with low buy-in to the curriculum. Residents believe that health equity education must be tailored to the needs and assets of the local community. Noticeably, despite positive survey reviews, residents rarely commented on the impact of the anti-racism sessions.</p><p><strong>Conclusions: </strong>The implementation of a health equity curriculum for general surgery residents is feasible. Further study is needed to develop health equity curricular content that maximizes direct clinical applicability for surgical trainees as well as personal reflection with particular attention to more challenging topics like anti-racism.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103678"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144984132","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":"Does PGY Level Equate Entrustment Level? Variability in Faculty Entrustment Ratings.","authors":"Julia Adriana Kasmirski, Martin Paul Jones, Niranjna Swaminathan, Zhixing Song, M Chandler McLeod, Karen Brasel, George Sarosi, Britney Corey, Brenessa Lindeman","doi":"10.1016/j.jsurg.2025.103679","DOIUrl":"10.1016/j.jsurg.2025.103679","url":null,"abstract":"<p><strong>Objective: </strong>Data regarding faculty behavior in selecting entrustment within the Entrustable Professional Activities (EPAs) framework is sparse. This study aimed to assess faculty variability in entrustment level ratings by general surgery resident postgraduate year (PGY).</p><p><strong>Design, setting, and participants: </strong>Intra-operative EPA assessments were collected from November 2023 to October 2024 in a single institution. Junior residents were defined as PGY1-2, and senior residents as PGY3-5. EPA score variance was calculated for individual attending raters within resident PGY levels, excluding attendings with <5 assessments for a specific PGY level. Variability was compared using Levene's test and Bonferroni correction. Mean entrustment scores were compared using a linear mixed model with random effects.</p><p><strong>Results: </strong>A total of 1108 EPA assessments were collected from 52 different raters. Mean entrustment level increased with PGY (1 = 1.72; 2 = 1.93; 3 = 2.39; 4 = 2.87; 5 = 3.33, p < 0.001). PGY-1 s achieved entrustment of 1-2, while PGY-2 s achieved 1 to 3. Variability among these 2 groups was not significantly different (p > 0.05). Mean assessment levels for senior residents ranged from 2 to 4, and were not significantly different between groups (p > 0.05). Junior resident EPA ratings had statistically significantly lower entrustment (p < 0.01) and score variability than seniors (p < 0.01).</p><p><strong>Conclusion: </strong>This analysis identified that most faculty demonstrate variability in the EPA scores assigned to residents within the same PGY level. Higher variance was observed from PGY3 to PGY5, suggesting individuals may enter training with similar skill levels, then develop operative skills at different rates.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103679"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144984206","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":"Feasibility of Using AI to Evaluate General Surgery Residency Application Personal Statements.","authors":"Pooja M Varman, Shadae Nicholas, Andrew Conner, Ajita S Prabhu, Judith C French, Jeremy M Lipman","doi":"10.1016/j.jsurg.2025.103655","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103655","url":null,"abstract":"<p><strong>Objective: </strong>As artificial intelligence (AI) becomes increasingly integrated into graduate medical education, residency programs are exploring AI's role in application screening. Personal statements (PSs) remain a highly subjective yet influential component of the residency application. This study assesses the feasibility of using a large language model (LLM) to evaluate general surgery residency PSs compared to human-assigned scores.</p><p><strong>Design, setting, and participants: </strong>We conducted a retrospective analysis of 668 deidentified PSs submitted to our general surgery residency program during the 2023-2024 application cycle. PSs were originally scored by human assessors (HA) using an anchored 1-5 scale in two domains: leadership and pathway. Each PS was subsequently scored by GPT-3.5 (AI) using the same rubric and standardized prompts. Descriptive statistics were used to compare AI and HA scores. Inter-rater agreement was assessed using weighted kappa coefficients. Discrepant cases (score differences >2 points) were reviewed qualitatively to identify scoring themes.</p><p><strong>Results: </strong>AI and HA scoring showed low agreement: κ = 0.184 for leadership and κ = 0.120 for pathway domains. Median AI leadership scores were lower (3 [IQR 2-4]) than HA scores (4 [IQR 3-5]), while AI pathway scores were higher (4 [IQR 4-5]) than HA scores (3 [IQR 3-4]). Qualitative review revealed that AI required explicit labeling (e.g., formal leadership titles or stated adversity) to assign higher scores, whereas HA rewarded inferred qualities such as resilience, passion, and longitudinal commitment.</p><p><strong>Conclusions: </strong>AI applied rubric-based scoring consistently but interpreted narrative content differently than human reviewers. While AI may enhance consistency and scalability in early application screening, its limitations in recognizing implicit meaning suggest human judgment remains essential for evaluating nuanced or inferential content. Caution should be exercised in adopting AI tools for subjective application review.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103655"},"PeriodicalIF":2.1,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144984154","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":"Can Preference Signaling Streamline the Applicant Selection Process?","authors":"Jeffrey Melvin, Luise I Pernar, Aaron Richman, Donald T Hess","doi":"10.1016/j.jsurg.2025.103656","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103656","url":null,"abstract":"<p><strong>Objective: </strong>In the 2022 match cycle preference signaling was introduced to general surgery. For 3 years (2022-2024) each applicant was able to use 5 signals to indicate a preference for a program. In 2024, the average number of ranked programs among applicants was 12 demonstrating that programs were creating their interview list beyond those who signaled. For the 2025 match cycle, the number of signals rose to 15 which allowed our program to review and offer interviews to only those applicants who signaled a preference. We compare the key demographics of applicants for the 2023, 2024 and 2025 match cycle to see if there was a difference with this approach.</p><p><strong>Design, setting, and participants: </strong>At our academic medical center, to create our interview list, each year we holistically review approximately 300 applications using a scoring rubric, with each application reviewed by the PD or APD, and a second faculty member. In 2023, 761 applications were screened by a diverse group of faculty in a labor-intensive process to reach the 300 applications. In 2024, the group of 300 was created partially from those who signaled (148) with the balance selected again by a diverse group of faculty. In 2025 the entire list was created from applicants who signaled us, eliminating entirely this first step in our screening. To evaluate differences in the approaches, we looked at the following variables in each of the groups selected for holistic review: gender, race, geographic region of medical school, reviewer score and step 2 score. We performed chi squared analysis for the categorical variables and t-test for continuous variables using R. ANOVA analysis was used when comparing continuous variables for all 3 groups RESULTS: There was no significant difference in the demographics of applicants that underwent holistic review between the 3 years. In 2024, there was no difference in demographics of holistically reviewed applicants between faculty chosen applicants and applicants who preference signaled.</p><p><strong>Conclusions: </strong>Using signals only as a method to screen applicants saved a step in the review process without affecting the demographics of applicants. Preference signaling can be a valuable tool to streamline the interview selection process with little impact on the quality and demographics of the group.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103656"},"PeriodicalIF":2.1,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144984195","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":"Comparing High and Low Faculty EPA Assessment Completers: Insights to Improve EPA Implementation.","authors":"Alyssa D Murillo, Camilla Gomes, Yee Lim S Lee, Kara L Faktor, Riley J Brian, Olle Ten Cate, Adnan A Alseidi, Patricia S O'Sullivan, Lan T Vu","doi":"10.1016/j.jsurg.2025.103630","DOIUrl":"https://doi.org/10.1016/j.jsurg.2025.103630","url":null,"abstract":"<p><strong>Comparing high and low faculty epa assessment completers: </strong>Insights to Improve EPA Implementation OBJECTIVE: Despite the widespread use of Entrustable Professional Activities (EPA) assessments, faculty completion rates vary significantly. Understanding the motivations behind faculty participation is crucial for improving these rates. Utilizing the Theory of Planned Behavior (TPB), this study explores the factors influencing EPA assessment completion by examining high- and low-completing faculty.</p><p><strong>Design: </strong>Using EPA assessments from 2023-2024, we calculated the percentage of assessments completed to total resident cases generated from resident case logs. Faculty were classified as high-users (at or above the median EPA assessments-to-case percentage) or low-users (below the median). Participants completed 15-minute semi-structured Zoom interviews. Qualitative codes were generated deductively from the transcripts guided by the TPB looking for intention to complete assessments based on their attitude, who influences their behavior (subjective norm), and perceived control of their behavior. We also inductively identified codes. Using a directed content analysis we identified themes.</p><p><strong>Setting: </strong>Three institutions affiliated with a single general surgery residency program: a large academic quaternary referral center, a private community hospital, and a major Health Maintenance Organization (HMO) hospital PARTICIPANTS: Seventy-seven surgical faculty participated in EPA assessments, with a median completion rate of 4.32% of total resident cases (range: 0.43%-100%).</p><p><strong>Results: </strong>Interviews with 15 faculty members (9 high-users, 6 low-users) revealed differences in attitudes towards EPA assessments and perceived behavioral control. Both groups agreed on the influence of subjective norms, the importance of feedback quality, and incongruency between the Entrustment-Supervision (ES) scale and surgical training. High users were more confident in the value of EPA assessments and integrated them into their workflow. Low users, however, were uncertain of the impact and preferred residents to initiate assessments.</p><p><strong>Conclusions: </strong>To increase faculty participation, targeted development programs should clarify the benefits of EPA assessments, streamline their integration into clinical workflows, and address challenges with the ES scale.</p>","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103630"},"PeriodicalIF":2.1,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144984173","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":"Corrigendum to \"Understanding the ranking and matching behaviors during the 2023 and 2024 general surgery match cycles: a program signaling approach.\" J Surg Educ. 2025;82:103599.","authors":"Sheila Pakdaman, Jennifer LaFemina, Katie S Byrd, Dana M Dunleavy, Sara G Balestrieri, Daniel P Jurich, Aileen J Dowden, Donna L Lamb","doi":"10.1016/j.jsurg.2025.103663","DOIUrl":"10.1016/j.jsurg.2025.103663","url":null,"abstract":"","PeriodicalId":94109,"journal":{"name":"Journal of surgical education","volume":" ","pages":"103663"},"PeriodicalIF":2.1,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884684","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}