Journal of Surgical Education最新文献

{"title":"Table of Contents & Bacode","authors":"","doi":"10.1016/S1931-7204(26)00032-2","DOIUrl":"10.1016/S1931-7204(26)00032-2","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103899"},"PeriodicalIF":2.1,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078789","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":"Getting It Done and Done Well: A Mixed-Methods Analysis of the Pitfalls and Success Factors for Professional Development Experiences During Surgical Residency","authors":"Nathan A. Coppersmith MD ,&nbsp;Emily Flom MD ,&nbsp;Andrew C. Esposito MD ,&nbsp;Christina Bailey MD ,&nbsp;Nicole Brooks MD ,&nbsp;Michael Goodman MD ,&nbsp;Donald Hess MD ,&nbsp;Patrick Jackson MD ,&nbsp;Stephen Kavic MD ,&nbsp;Tara Kent MD ,&nbsp;Gurjit Sandhu PhD ,&nbsp;Natalie Wall MD ,&nbsp;Paul Wise MD ,&nbsp;Erin M. White MD ,&nbsp;Peter S. Yoo MD","doi":"10.1016/j.jsurg.2025.103858","DOIUrl":"10.1016/j.jsurg.2025.103858","url":null,"abstract":"<div><h3>Objective</h3><div>This report characterizes the scholarship undertaken during surgical trainee professional development time (PDT), identifies factors that promote and impede success, and develops recommendations to guide planning the PDT.</div></div><div><h3>Design</h3><div>This study utilized a mixed-methods approach. A novel survey instrument was distributed to 11 university-based institutions. Descriptive statistics were performed and 2 questions with an open-ended response were analyzed through inductive coding. A series of virtual semi-structured interviews of 1 or more surgical resident(s) were also conducted. Each interview was thematically analyzed by 2 coders and a thematic-phenomenological approach was used to understand the experiences of the trainees.</div></div><div><h3>Setting</h3><div>11 university-based institutions.</div></div><div><h3>Participants</h3><div>Surgical trainees who completed at least 1 year of PDT.</div></div><div><h3>Results</h3><div>The survey achieved a response rate of 30.1% (59/196). Nearly a quarter (24.6%) of respondents completed 10+ first-author publications, and 19.3% produced 1. Most mentors and trainees agreed on a PDT timeline (63.2%). Over half the trainees have projects<strong>/</strong>manuscripts from their PDT they planned to finish while clinical and have since abandoned (50.9%). The 8 themes identified from the qualitative analysis were framework, mentorship, PDT epistemological stance, project identification, change in projects, project management, research challenges, and return to clinical work. A resulting evidence-based rubric of recommendations to maximize the PDT is detailed.</div></div><div><h3>Conclusions</h3><div>The majority of trainees re-enter clinical time with research projects remaining and many of these projects are ultimately abandoned. This mixed-methods study provides the basis for improving planning of the PDT, thereby allowing enhancement of both productivity and satisfaction.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103858"},"PeriodicalIF":2.1,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080854","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":"Factors Influencing Match Success in Integrated Vascular Surgery Residency Programs From 2019 to 2023","authors":"Antony A. Fuleihan MSE ,&nbsp;Melissa C. Xu BS ,&nbsp;Scott H. Koeneman PHD ,&nbsp;Paul J. DiMuzio MD, MBA ,&nbsp;Babak Abai MD ,&nbsp;Michael Nooromid MD","doi":"10.1016/j.jsurg.2025.103865","DOIUrl":"10.1016/j.jsurg.2025.103865","url":null,"abstract":"<div><h3>Introduction</h3><div>Integrated vascular surgery residency (IVSR) programs have grown increasingly competitive. However, the factors influencing successful matching remain unclear. This study evaluates the impact of medical school and applicant characteristics on IVSR match outcomes.</div></div><div><h3>Methods</h3><div>A list of ACGME-accredited IVSRs was obtained from the Society for Vascular Surgery, and resident data from the 2019–2023 match cycles were collected from publicly available sources. Applicant characteristics consisted of additional graduate degrees, Alpha Omega Alpha (AOA) status, and research productivity. Medical school characteristics consisted of ranking, research funding, vascular surgery interest group (VSIG) presence, and vascular surgery faculty size. Logistic regression models were employed to identify predictors of matching into top 10, top 25, and top 50 IVSR programs.</div></div><div><h3>Results</h3><div>The final analysis included 374 residents from 120 unique U.S. medical schools across 69 IVSR programs. Most graduated from institutions with a VSIG (70.9%), and 16.0% were members of AOA. Significant predictors (p &lt; 0.05) of matching into a top 50 or top 25 program include VSIG presence (Top 50 odds ratio [OR] = 1.80; Top 25 OR = 2.24), having more than 5 PubMed articles (Top 50 OR = 2.62; Top 25 OR = 2.41). Graduation from a Tier 1 medical school (OR = 5.90) or Tier 2 (OR = 2.82) significantly influenced matching into a top 50 program. Having more than 5 PubMed articles was the only significant predictor for matching into a top 10 program (OR = 3.18, 95% CI = 1.25–8.16).</div></div><div><h3>Conclusions</h3><div>Applicant and medical school characteristics significantly influence IVSR match outcomes, particularly institutional ranking, VSIG presence, and research productivity. These findings highlight the role of early vascular surgery exposure and institutional reputation in residency placement. Encouraging VSIG development and fostering mentorship opportunities may enhance applicant competitiveness.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103865"},"PeriodicalIF":2.1,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080855","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":"The Surgical Objective Structured Clinical Examination: A Literature Review","authors":"Brynn Petras Charron MD ,&nbsp;Carson Norkum MSc ,&nbsp;Parham Rasoulinejad MD ,&nbsp;Supriya Singh MD ,&nbsp;Tyler Beveridge PhD ,&nbsp;Kevin Morash MD ,&nbsp;Andrew Deweyert PhD","doi":"10.1016/j.jsurg.2025.103856","DOIUrl":"10.1016/j.jsurg.2025.103856","url":null,"abstract":"<div><h3>Background</h3><div>As competency-based medical education (CBME) gains prominence, assessment tools that integrate both theoretical knowledge and technical skill have become essential, particularly in surgical training. Traditional tools such as the objective structured clinical examination (OSCE) and the Objective Structured Assessment of Technical Skills (OSATS) are limited in scope, prompting the development of the Surgical Objective Structured Clinical Examination (S-OSCE). The S-OSCE integrates knowledge-based and technical assessments to align with competency-based medical education (CBME) goals, including those outlined in the CanMEDS and ACGME frameworks. This review examines S-OSCE implementation and highlights trends that can inform future assessment strategies in surgical curricula.</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted across PubMed, Web of Science, and Scopus using defined keywords. Inclusion criteria encompassed all surgical disciplines and study designs that employed both theoretical and technical assessments. After screening 1101 articles, 16 studies were identified that met the inclusion criteria for S-OSCEs.</div></div><div><h3>Results</h3><div>The 16 studies spanned 6 specialties: general surgery, orthopedics, obstetrics and gynecology, oral and maxillofacial surgery, otolaryngology, and thoracic surgery. Most employed multiple-choice or short-answer theoretical assessments (n=12) and practical evaluations using OSATS or global rating scales (n=9). Video-based assessments were increasingly incorporated to reduce evaluator bias and logistical barriers. Canadian programs conducted the highest proportion of studies (37.5%).</div></div><div><h3>Discussion</h3><div>S-OSCEs show strong potential to provide valid and reliable assessment of surgical competency. However, widespread adoption is limited by logistical, financial, and staffing constraints. Video-based formats offer a promising solution, allowing asynchronous review and enhanced feedback while reducing costs and time requirements.</div></div><div><h3>Conclusions</h3><div>S-OSCEs offer a comprehensive framework for evaluating surgical trainees across theoretical and technical domains. Future research should focus on validating scalable models, particularly those incorporating video-based assessment, to support broader integration into surgical training programs.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103856"},"PeriodicalIF":2.1,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080810","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 I Do It: A Structured Faculty Development Workshop for Verbal Feedback","authors":"Emma G. Burke MD ,&nbsp;Peter Boedeker PhD","doi":"10.1016/j.jsurg.2025.103866","DOIUrl":"10.1016/j.jsurg.2025.103866","url":null,"abstract":"<div><h3>Objective</h3><div>To describe an evidence-based 4-question framework that can facilitate effective feedback conversations and introduce a transferable and replicable workshop for training faculty and trainees on the process.</div></div><div><h3>Design</h3><div>Descriptive report of a feedback workshop that is generalizable beyond the general surgery setting and designed to improve faculty and resident feedback skills.</div></div><div><h3>Setting</h3><div>This workshop was developed, executed, and studied at a single, large academic medical center. It has been incorporated into the “<em>How to...</em>” summer series curriculum and delivered during grand rounds.</div></div><div><h3>Participants</h3><div>All faculty, research staff, residents, and fellows within a single department of surgery were invited to attend.</div></div><div><h3>Results</h3><div>We created an interactive workshop to train surgical faculty on a structured framework for verbal feedback. Activities include categorizing verbal feedback based on its purpose (appreciation, coaching, evaluation) and a drawing activity that facilitates practice of the 4-question framework in an accessible and generalizable manner. Debriefs for each activity provide an opportunity for discussion and identification of applicability. Most workshop attendees reported that their verbal feedback skills improved after participating in the session.</div></div><div><h3>Conclusion</h3><div>A structured framework for feedback conversations can support recognition of when feedback is being given and support delivery of high-quality feedback. This article and the supplemental materials describe a workshop that is a reproducible, low-cost approach to improving verbal feedback within surgery departments.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103866"},"PeriodicalIF":2.1,"publicationDate":"2026-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146047584","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":"Is Usmle Step 2 CK the New Usmle Step 1 for Ophthalmology Residency Applications? A San Francisco Match Analysis","authors":"Rahel M. Imru BA ,&nbsp;Muhammad Ali MBBS ,&nbsp;Ahmed Sabit MS ,&nbsp;Laura K. Green MD ,&nbsp;Jules Winokur MD ,&nbsp;R. Michael Siatkowski MD, MBA ,&nbsp;Jeff H. Pettey MD, MBA ,&nbsp;Alice Lorch MD, MPH ,&nbsp;Fasika A. Woreta MD, MPH","doi":"10.1016/j.jsurg.2025.103851","DOIUrl":"10.1016/j.jsurg.2025.103851","url":null,"abstract":"<div><h3>Objective</h3><div>To assess trends in Step 2 CK score by ophthalmology residency match status, and to compare Step 2 CK scores by applicant sex and race and ethnicity.</div></div><div><h3>Design</h3><div>This is a retrospective cohort study from 2021 to 2023. Applicants were stratified by match status and mean Step 2 CK score was compared between matched and unmatched applicants. Step 2 CK scores were also compared by applicant sex, race/ethnicity, type of medical school, and Alpha Omega Alpha selection. Chi-Squared tests, Kruskal-Wallis tests, and multivariate logistic models were used to assess for association of (1) Step 2 CK score and matching into ophthalmology residency, and (2) applicant characteristics and achieving above the national cohort average (&gt;250) Step 2 CK score.</div></div><div><h3>Setting</h3><div>The data is extracted from the San Francisco Match (SF Match).</div></div><div><h3>Participants</h3><div>Applicants who registered for the SF Match and submitted their application to at least 1 ophthalmology residency program from 2021 through 2023 were included.</div></div><div><h3>Results</h3><div>Of 2367 total applicants in ophthalmology residency, 64.2% matched successfully. Overall mean Step 2 CK score was 255 for matched and 242 for unmatched applicants (p &lt; 0.001). For each 10-point increase in Step 2 CK score, odds of matching in ophthalmology increased by approximately 63% (p &lt; 0.001). White, Asian, and URiM applicants had mean scores of 252, 251, and 244, respectively (p &lt; 0.001). Identifying as Asian, URiM, and female, and attending an osteopathic school were associated with lower odds of achieving a high Step 2 CK score (OR = 0.70, p = 0.011; OR = 0.32, p &lt; 0.001; OR = 0.78, p = 0.042; OR = 0.31, p &lt; 0.001; respectively).</div></div><div><h3>Conclusions</h3><div>Higher Step 2 CK score was associated with higher odds of matching in ophthalmology. Non-White and female students had lower odds of achieving an above average score. Future studies are necessary to determine the barriers that exist which put these applicants at a disadvantage with this standardized exam.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103851"},"PeriodicalIF":2.1,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024242","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 You Say It Matters: Using Growth Mindset to Improve Faculty Feedback And Resident Motivation","authors":"Michael J. Furey DO, MSMED ,&nbsp;Jamaica A. Westfall-Snyder MD ,&nbsp;Jennifer Fieber MD ,&nbsp;Mohsen Shabahang MD, PhD ,&nbsp;Christie Buonpane MD ,&nbsp;BobbieAnn White EdD, MA ,&nbsp;Rahul Kashyap MBBS, MBA ,&nbsp;Rebecca L. Hoffman MD, MSCE","doi":"10.1016/j.jsurg.2025.103825","DOIUrl":"10.1016/j.jsurg.2025.103825","url":null,"abstract":"<div><h3>BACKGROUND</h3><div>“Satisfaction with faculty feedback” scored the lowest on the 2024 ACGME survey nationally. Providing meaningful feedback to residents remains a hurdle, with limited research focusing specifically on language. Yet, growth mindset language (GML) defined as language implying intelligence and skills can be developed with effort, has been shown to enhance students’ intrinsic motivation. The aims of this study were to understand resident and faculty language preferences for GML and fixed mindset language (FML) in FS and characterize the impact of GML and FML statements on resident motivation.</div></div><div><h3>METHODS</h3><div>A multi-institutional study of surgical residents and faculty was conducted using a three-part survey. In parts 1-2, FS pairs contrasting GML and FML commonly encountered within trainee written and verbal feedback were presented. Statements were designed based on previously encountered FS provided to trainees. In part 1, residents were asked to select phrases presented in the way they would most like to receive it, and faculty were asked to select phrases presented in the way they thought learners would be most receptive to. In part 2, all participants were presented with GML and FML phrases and asked to select the phrases that encouraged the most growth and improvement. In part 3, participants responded to FS, which included both GML and FML, by indicating their emotions triggered and rating each statement’s impact on their motivation. Descriptive statistics and univariate analyses were performed.</div></div><div><h3>RESULTS</h3><div>A total of 152 surveys were completed by 84 residents (PGY 1-8, 63.1% males, mean age 30.3 ± 2.5), and 68 faculty (ranging from &lt;5 to 20+ years practicing, 64.7% males) across multiple states and programs. In 100% of juxtaposed GML/FML statements, the GML statement was chosen by both faculty and residents. Faculty and residents found FS using GML to encourage the most growth/improvement. Statements with GML generated the highest levels of motivation. Approximately two-thirds of residents and faculty felt strongly about the importance of FS language. Overall, participants selected that FS language affects motivation for learning (R-85.7%, F-97.1%), mood/wellbeing (R-89.3%, F-86.8%), and relationships with faculty (R-82.1%, F-89.7%).</div></div><div><h3>CONCLUSION</h3><div>To our knowledge, this is the first study evaluating perceptions of feedback using GML and FML in surgery residents and attending surgeons, and to link the use of GML to trainee motivation. Our results suggest that GML was greatly preferred over FML in FS by both residents and attendings specifically because of factors including motivation for learning, impact on wellbeing and improving relationships with faculty. Faculty development on the utilization of GML can be undertaken with confidence given the positive perceived effect on motivation.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 4","pages":"Article 103825"},"PeriodicalIF":2.1,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039682","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":"Undermining Confidence: Examining Trainees’ Perspectives on Confidence in General Surgery","authors":"Meghna Kurup MD ,&nbsp;Dawn Elfenbein MD, MPH, FACS ,&nbsp;Claire Wendland MD, PhD, FACOG","doi":"10.1016/j.jsurg.2025.103859","DOIUrl":"10.1016/j.jsurg.2025.103859","url":null,"abstract":"<div><h3>Objective</h3><div>General surgeons need confidence to operate in high-pressure settings, and so it is an important trait to cultivate in residency. Previous studies have characterized factors that influence trainee confidence without clearly defining what it is or how it may interact with gendered social norms. The study’s aim was to examine perspectives on confidence and define the relationship between confidence and gender among trainees in general surgery.</div></div><div><h3>Design</h3><div>This qualitative study utilized an anonymous online survey followed by semi-structured interviews to elicit participants’ perspectives. While our intent had been to correlate data from both methods, not all who participated in the survey completed an interview and vice versa. As the narrative data was better suited to the study’s objective, that is what we present here. Interview responses were analyzed using a grounded theory approach with iterative thematic coding and identification of illustrative data extracts. Surveys and interviews were completed between February and March 2023.</div></div><div><h3>Setting</h3><div>The study was conducted at a single academic medical center.</div></div><div><h3>Participants</h3><div>Participants were recruited through purposive sampling of all general surgery residents and 3rd or 4th year medical students who had completed general surgery clerkships.</div></div><div><h3>Results</h3><div>Of 27 participants (20 medical students – 8 planning to pursue surgical residency – and 7 general surgery residents) interviewed, 19 identified as female and 8 as male. Nineteen participants were White. Three themes emerged from interviews: (1) definitions of confidence are variable, not exclusively positive, and associated with certain gendered behaviors; (2) women and non-White trainees disproportionately incur social costs to enacting confidence; and (3) gender stereotypes continue to undermine trainee confidence.</div></div><div><h3>Conclusions</h3><div>Perceptions of confidence are manifold and difficult to unravel from cultural attitudes. As such, we advise against using <em>perceived</em> confidence as a metric in trainee evaluation and instead encourage open dialogue among trainees and faculty about the impact of intersectional identities on confidence.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103859"},"PeriodicalIF":2.1,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024241","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":"Hybrid Delivery of ATLS Maintains Learner Outcomes","authors":"Sam Mathai MD ,&nbsp;Robyn Wolverton MSN, RN, CEN, TCRN ,&nbsp;Renee Hildebrand BSN, RN, TCRN ,&nbsp;Whitney Jenson MD, MPH, FACS ,&nbsp;William Aaron Marshall MD, FACS ,&nbsp;Michael W. Cripps MD, MSCS, FACS ,&nbsp;Thomas J. Schroeppel MD, MS, FACS ,&nbsp;Kristy L. Hawley MD, MPH, FACS","doi":"10.1016/j.jsurg.2025.103852","DOIUrl":"10.1016/j.jsurg.2025.103852","url":null,"abstract":"<div><h3>Objective</h3><div>To compare learner outcomes and satisfaction between traditional in-person and hybrid Advanced Trauma Life Support (ATLS) 10th Edition course formats. We hypothesized that the hybrid model would maintain learner performance without compromising satisfaction.</div></div><div><h3>Design</h3><div>Retrospective cohort study comparing pre- and post-test scores and postcourse survey responses from ATLS participants at 2 sites between January 2021 and December 2024. Data were analyzed using 2-tailed t-tests.</div></div><div><h3>Setting</h3><div>Two Level I trauma centers and academic teaching hospitals offering ATLS courses—one using a traditional in-person format, and the other a hybrid format incorporating asynchronous online modules with a shortened in-person session.</div></div><div><h3>Participants</h3><div>A total of 649 learners were included (370 hybrid; 279 traditional). All completed both pre- and post-tests; 197 learners (63 hybrid; 134 traditional) completed postcourse surveys. Participants included physicians, resident physicians, advanced practice providers, and certified nurse anesthetists. Resident physicians were present only in the hybrid cohort.</div></div><div><h3>Results</h3><div>Learners in the hybrid group had lower pretest scores (median 78 vs. 80, p = 0.037) but higher post-test scores (median 90 vs. 85, p &lt; 0.001) compared to the traditional group. Survey responses showed no significant differences between cohorts in perceived competence, communication, or overall satisfaction.</div></div><div><h3>Conclusions</h3><div>Hybrid ATLS delivery was noninferior to traditional models when comparing post-test scores and learner satisfaction. These findings support the use of hybrid formats in trauma education and suggest potential benefits in scalability and accessibility. Further research is needed to assess long-term retention and cost-effectiveness.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103852"},"PeriodicalIF":2.1,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024244","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":"The Growing Momentum of Leadership Education in General Surgery Training: A Systematic Review","authors":"Baila Maqbool MD ,&nbsp;Arshia Jahangir ,&nbsp;Murtaza Hassan ,&nbsp;Muhammad Taha Nasim ,&nbsp;Shaikh Saif ur Rehman ,&nbsp;Muhammad Uzair","doi":"10.1016/j.jsurg.2025.103854","DOIUrl":"10.1016/j.jsurg.2025.103854","url":null,"abstract":"<div><h3>Introduction</h3><div>Leadership is a core competency in surgery, critical for guiding interprofessional teams in high-stakes environments such as the operating room and trauma bay. While competency frameworks mandate leadership development during residency, training opportunities remain variable and inconsistently evaluated. This systematic review summarizes published curricula on leadership training for general surgery and subspecialty residents.</div></div><div><h3>Methods</h3><div>A systematic search identified studies describing leadership development interventions for surgical trainees. Data were extracted on study characteristics, intervention design, delivery methods, curriculum content, and evaluation strategies. Outcomes were synthesized narratively with emphasis on effectiveness and educational approaches.</div></div><div><h3>Results</h3><div>Nineteen studies published between 1987 and 2024 were included. Most originated from the United States, with additional contributions from Australia and Canada. Interventions targeted a range of trainees from interns to fellows, with participant numbers ranging from 8 to 180. Curricula varied in duration, from single-day workshops to multi-year longitudinal programs. Delivery methods included lectures, case-based discussions, simulations, coaching, and hybrid models. Early curricula emphasized practice management and career preparation, whereas more recent initiatives focused on non-technical skills, resilience, diversity, and inclusivity. Most programs provided protected time, and about half mandated participation. Evaluation was predominantly via post-session surveys, though some incorporated validated tools such as the Internal Strength Scorecard, NOTSS, and structured video assessments. Participants consistently reported improved confidence, leadership behaviors, and team communication. Randomized studies demonstrated significant gains in leadership performance during simulated and real clinical settings.</div></div><div><h3>Conclusion</h3><div>Leadership training for surgical residents has evolved from management-focused lectures to interactive, competency-driven curricula. While evidence shows consistent learner benefit, the literature remains limited by reliance on self-reported outcomes and heterogeneity in evaluation methods. Future efforts should prioritize rigorous assessment, longitudinal follow-up, and integration across surgical specialties. Embedding structured, evidence-based leadership training into residency is essential for preparing surgeons to lead interprofessional teams effectively and improve patient outcomes.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 3","pages":"Article 103854"},"PeriodicalIF":2.1,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024240","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}