Journal of Surgical Education最新文献

{"title":"Multi-Center Evaluation of Education Outcomes of Graduates from Accredited HBCU Surgery Programs","authors":"Cassie P. Bowers BS ,&nbsp;Meave Otieno MD ,&nbsp;Kimberly Miller-Hammond MD ,&nbsp;David Anderson MD ,&nbsp;Jenaye Burrows MD ,&nbsp;Brandon W. Henry DO ,&nbsp;Douglas Fletcher MD ,&nbsp;Shaneeta Johnson MD, MBA ,&nbsp;Christine E. Nembhard MD ,&nbsp;May C. Tee MD, MPH","doi":"10.1016/j.jsurg.2025.103798","DOIUrl":"10.1016/j.jsurg.2025.103798","url":null,"abstract":"<div><h3>OBJECTIVE</h3><div>We aim to examine the educational outcomes and attrition of surgical residents from actively accredited Historically Black College and University (HBCU) surgical residency programs.</div></div><div><h3>DESIGN</h3><div>The records of all graduates from currently accredited HBCU general surgery residency programs were queried from each program’s inception. Demographic data such as sex, race/ethnicity, and medical school graduation were collected. Educational outcomes such as<del>,</del> board certification, fellowship pursuance, designation within the American College of Surgeons (ACS), and practice type were collected. Educational outcomes and overall trends were analyzed.</div></div><div><h3>SETTING</h3><div>Multi-Institutional study conducted at Howard University College of Medicine (HUCM) in Washington, DC, and Morehouse School of Medicine (MSM) in Atlanta, GA.</div></div><div><h3>RESULTS</h3><div>There were 435 total graduates from both HBCU programs, for which 86% of graduates identified as Black and 47% of which pursued careers in academic surgery. Graduates also achieved 91.5% certification by ABMS. HBCU medical school graduates comprise 45% of all graduates from HBCU surgery residency programs. Temporal trends for all HBCU surgery programs demonstrate significant decreases in Black graduates (p = 0.048), possibly due to decreased Black Male surgical trainees (p = 0.021) and increased inclusion of Black surgical trainees into majority surgical residency training programs.</div></div><div><h3>CONCLUSIONS</h3><div>HBCU surgery residency programs train a large proportion of minority surgical residents with excellent surgical outcomes and board certification rates that exceed the national average. Almost half of all graduates of HBCU surgical residency programs are also HBCU medical school graduates, underscoring their importance in the graduate medical education continuum.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103798"},"PeriodicalIF":2.1,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738001","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 Impact of Geographical Background on the Orthopedic Surgery Residency Match","authors":"Andrew H. Kim MD ,&nbsp;Kelly M. Dopke MD ,&nbsp;William G. ElNemer BS ,&nbsp;Micheal Raad MD ,&nbsp;Nathan P. Smith MD ,&nbsp;Emily Tufford BS ,&nbsp;Amiethab Aiyer MD ,&nbsp;Robert A. Gallo MD ,&nbsp;Dawn M. LaPorte MD","doi":"10.1016/j.jsurg.2025.103813","DOIUrl":"10.1016/j.jsurg.2025.103813","url":null,"abstract":"<div><h3>Introduction</h3><div>With the introduction of geographic preferences, orthopedic surgery residency applicants can transparently indicate their preference for geographic regions. While studies have evaluated how board scores and preference-signaling affect an applicant’s match, little research has evaluated the impact of geography. The purpose of this study was to analyze geographic trends among orthopedic surgery residents.</div></div><div><h3>Methods</h3><div>Orthopedic surgery residency program websites were used to identify residents and their sex, hometown, undergraduate institution, and medical school attended. Residency programs, medical schools, undergraduate institutions, and hometowns were categorized into regions as defined by the AAMC’s “Geographic Preference Divisions Map.” Bivariate analysis and logistic regression were performed to compare geographic variables and their impact on matching in certain regions.</div></div><div><h3>Results</h3><div>In 151 residency programs, 3725 residents were identified, with 98.3% (3661/3725) of residents obtaining the M.D. degree. Males comprised 78.4% (2921/3725) of all residents, with 23.6% (878/3721) matching at their home institution. Residency program region was significantly associated with a resident’s hometown (χ² = 2.1e+03, p &lt; 0.05), undergraduate institution (χ² = 1.9e+03, p &lt; 0.05), and medical school region (χ² = 5.3e+03, p &lt; 0.05). Home-institution match rates were significantly associated with geographic region (χ² = 42.5; p &lt; 0.05). Logistic regression revealed a significant increase in likelihood of matching into an orthopedic residency program based on the number of ties to the program region (p &lt; 0.05).</div></div><div><h3>Discussion</h3><div>Geographic background has a significant role in an applicant’s match for orthopedic surgery residency, with home institution match rates varying significantly by geographic region. With the introduction of geographic preferences, applicants should consider their geographic background when applying into orthopedic surgery.</div></div><div><h3>Level of Evidence</h3><div>III</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103813"},"PeriodicalIF":2.1,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145717131","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 Application of a Protocol for Virtual Certifying Examinations: Five-Year Results (2020-2024)","authors":"Pamela A. Rowland PhD ,&nbsp;Brian R. Smith MD ,&nbsp;Kurt K. Rhynhart MD ,&nbsp;George D. Garcia MD ,&nbsp;William G. Wood MD ,&nbsp;James C. Rucinski MD","doi":"10.1016/j.jsurg.2025.103797","DOIUrl":"10.1016/j.jsurg.2025.103797","url":null,"abstract":"<div><h3>Objective</h3><div>In 2016, researchers warned that as medical education becomes increasingly dependent on video-recorded data, protocols must be developed before an international conflict forces the conversion. Four years later, SARS-CoV-2 forced medical societies to find social distancing options for certifying examinations (CE). Our objective was twofold: incorporate a communication protocol that impacts the video-capture process for each candidate in an established review course; and monitor results on the CE (2020-2024).</div></div><div><h3>Design</h3><div>A multi-institutional prospective cohort design was used to assess “virtual-presence” and “knowledge-base” of candidates pre and post intervention. Didactics from previous in-person courses were reengineered to include sessions on variables that affect professionalism on virtual platforms. Descriptive statistics were conducted comparing pre and post-test scores for each metric. All sessions were interactive. The final session was a simulation of the American Board of Surgery (ABS) (CE).</div></div><div><h3>Setting</h3><div>Zoom Professional was selected as the video conferencing application to simulate the ABS CE. Settings were mixed: home, office, hotel rooms.</div></div><div><h3>Participants</h3><div>The 136 candidates varied: general surgery, plastic, vascular, several fellowships, and eleven residents. Twenty-three volunteer faculty and 2 communication scientists were invited to participate.</div></div><div><h3>Results</h3><div>Use of technology versus live in-person interactions presented a challenge: direct eye contact was impossible, images were limited to a coronal view, and the activity of the social systems of the brain was reduced. The paired-samples t-test demonstrated a statistically significant improvement in virtual presence over 5 years. Knowledge bases varied more than in previous in-person courses. Pass rates were excellent for those who followed the virtual protocol. The protocol assisted those with hearing loss, hypochondriasis, soft voices and eye-contact avoidance behaviors.</div></div><div><h3>Conclusions</h3><div>All candidates were initially unaware of shortcomings regarding their virtual presence. All received continuous constructive feedback. However, those who incorporated their virtual protocol were successful in their certifying examination and perhaps improved their virtual patient and colleague interactions.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103797"},"PeriodicalIF":2.1,"publicationDate":"2025-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145696486","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":"Letter to the Editor: Journal of Surgical Education","authors":"John R. Gimpel DO, MEd","doi":"10.1016/j.jsurg.2025.103804","DOIUrl":"10.1016/j.jsurg.2025.103804","url":null,"abstract":"","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103804"},"PeriodicalIF":2.1,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694599","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":"Development of Nontechnical Skills Assessment Tool and The Validation Study for Laparoscopic Inguinal Hernia Repair","authors":"Zen Naito MD ,&nbsp;Saseem Poudel MD, PhD ,&nbsp;Keita Ishido MD, PhD ,&nbsp;Yo Kurashima MD, PhD ,&nbsp;Yoichi M. Ito MD, PhD ,&nbsp;Satoshi Hirano MD, PhD","doi":"10.1016/j.jsurg.2025.103799","DOIUrl":"10.1016/j.jsurg.2025.103799","url":null,"abstract":"<div><div>Nontechnical skills, such as situational awareness and decision-making, are essential for safe and efficient surgical performance. Although the Nontechnical Skills for Surgeons (NOTSS) framework provides a structured approach, it lacks procedure-specific assessment tools. There remains a significant gap in standardized methods for evaluating and training nontechnical skills in specific surgical procedures.</div></div><div><h3>Objective</h3><div>To develop and validate a novel assessment tool, KUDAS-TAPP (Kurashima Decision-making and Situation awareness – Trans Abdominal Preperitoneal approach), specifically designed to evaluate nontechnical skills in the TAPP procedure, focusing on situational awareness and decision-making.</div></div><div><h3>Design and Setting</h3><div>Under the supervision of expert hernia surgeons, we developed the KUDAS-TAPP as an assessment tool for nontechnical skills in TAPP. This tool was used to evaluate 3 groups of surgeons: novices, intermediates, and experts. Participants were assessed by 3 independent raters using the KUDAS-TAPP. Inter-rater reliability was analyzed using the intraclass correlation coefficient (ICC), and construct validity was examined by comparing scores across experience levels.</div></div><div><h3>Results</h3><div>A total of 21 participants (5 novices, 10 intermediates, and 6 experts) from 11 institutions were included. The inter-rater reliability of KUDAS-TAPP was high (ICC = 0.91, 95% confidence interval (CI) : 0.84 — 0.96), and internal consistency was excellent (Cronbach’s alpha = 0.97). The median KUDAS-TAPP scores differed significantly across experience levels (p &lt; 0.01), with significant differences between novices and experts, and intermediates and experts (p &lt; 0.01). KUDAS-TAPP scores correlated strongly with the number of TAPP procedures performed (ρ = 0.73, p &lt; 0.01), as well as with Global Operative Assessment of Laparoscopic Skills for Groin Hernia (GOALS-GH) (ρ = 0.88, p &lt; 0.01) and TAPP checklist scores (ρ = 0.80, p &lt; 0.01).</div></div><div><h3>Conclusion</h3><div>The KUDAS-TAPP is a reliable and valid assessment tool for evaluating situational awareness and decision-making in the TAPP procedure. Its application could enhance surgical education and training by providing a structured framework for assessing and improving nontechnical skills. Future research should explore its effectiveness in training programs and adaptability to other surgical procedures.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103799"},"PeriodicalIF":2.1,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145688762","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":"Project IMPACT: Integrated Mentorship Program for Advancing Clinical Training: Results and Findings","authors":"Ronald Orozco MD,&nbsp;Marques Pena MD,&nbsp;Baila Maqbool MD","doi":"10.1016/j.jsurg.2025.103802","DOIUrl":"10.1016/j.jsurg.2025.103802","url":null,"abstract":"<div><h3>BACKGROUND</h3><div>Mentorship is a cornerstone of professional and personal development for surgical residents, providing essential guidance, support, and opportunities for growth. Despite its importance, formal mentorship programs are often lacking in surgical residencies, leading to gaps in support and increased rates of burnout among trainees. To address this need, we developed Surgery IMPACT: Integrated Mentorship Program for Advancing Clinical Training. This program aims to establish structured, productive, and empowering mentor-mentee relationships to enhance resident satisfaction, academic success, and personal well-being.</div></div><div><h3>METHODS</h3><div>A needs assessment survey was conducted among general surgery residents at a single academic institution to evaluate perceptions of existing mentorship opportunities. Based on the survey findings, Surgery IMPACT was designed around 4 key domains (WISE): Work-life balance and well-being, Interpersonal and communication skills/cultural competence, Scholarly advancement and career development, and Effective learning, exam preparation, and study techniques. The program was implemented over 1 academic year, and its effectiveness was assessed through a follow-up survey.</div></div><div><h3>RESULTS</h3><div>IMPACT program evaluation revealed significant improvements in resident satisfaction with mentorship. 46% of residents met with their mentors 3 or more times, compared to 76% residents having fewer than 2 meetings prior to the program. Overall, 88% of participants reported satisfaction with their mentor-mentee relationships. Residents also reported improvements across all WISE domains, including work-life balance, communication skills, scholarly advancement, and exam preparation.</div></div><div><h3>CONCLUSION</h3><div>Surgery IMPACT with focus on WISE domains, is an effective mentorship model that enhances resident satisfaction and professional development. The program’s structured approach can serve as a model for other surgical residency programs seeking to implement formal mentorship initiatives.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 2","pages":"Article 103802"},"PeriodicalIF":2.1,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652031","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":"“Teaching the “Art” of Surgical Communication: What Novel Approaches to Faculty Development Can Bridge the Gap Between Knowing and Doing?”","authors":"Henrique Luis do Carmo e Sá MD, EdD,&nbsp;Maria Emília Farias MD","doi":"10.1016/j.jsurg.2025.103805","DOIUrl":"10.1016/j.jsurg.2025.103805","url":null,"abstract":"<div><div>Teaching the ‘art’ of surgical communication, which encompasses nuanced skills such as empathy and navigating uncertainty, presents a significant challenge in medical education. While structured frameworks are well-taught, a persistent gap exists between knowing communication theory and applying it effectively in practice. This perspective argues that the critical barrier is not a deficit in communication models, but a ‘knowing-doing gap’ within surgical faculty, perpetuated by clinical pressures and the hidden curriculum. Closing this gap requires a fundamental reimagining of faculty development, moving beyond didactic instruction toward transformative, experiential learning. We propose 3 evidence-based directions: 1) deliberate practice using simulated scenarios combined with facilitated, reflective feedback to enhance self-awareness; 2) structured reflective practice through narrative medicine to cultivate empathy and perspective-taking; and 3) in situ peer observation and coaching to transfer skills directly into the clinical environment. By investing in these deep-seated developmental strategies, we can equip faculty to become masterful models of communication, thereby fostering a new generation of surgeons who are not only skilled technicians but also compassionate healers.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103805"},"PeriodicalIF":2.1,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145673372","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 Use of Immersive Virtual Reality Surgical Simulation to Increase Medical Student Confidence and Surgical Knowledge in Orthopedics","authors":"Elizabeth Chan BS, BA ,&nbsp;Aghdas Movassaghi BS ,&nbsp;Lana Smith ,&nbsp;Matthew McKinley MBA ,&nbsp;Roya Osswald ,&nbsp;Jocelyn Lubert MD ,&nbsp;Vani J. Sabesan MD","doi":"10.1016/j.jsurg.2025.103791","DOIUrl":"10.1016/j.jsurg.2025.103791","url":null,"abstract":"<div><h3>Introduction</h3><div>Immersive virtual reality surgical simulation (IVRSS) is an innovative and cost-effective tool for surgical training, providing a reusable and standardized platform for skill development. While IVRSS is increasingly used in surgical training, it holds promise for addressing limited early exposure to orthopedic surgery for medical students. This is especially relevant given limited musculoskeletal education and few pre-residency surgical simulation opportunities. This study evaluates the use of IVRSS to introduce medical students to orthopedic surgery and build procedural confidence and knowledge.</div></div><div><h3>Methods</h3><div>A prospective cross-sectional study was conducted with 50 medical students completing a femoral intramedullary nail (IMN) module using the IVRSS Precision OS system. Students completed pre-procedure questionnaires assessing demographics, surgical confidence, and knowledge. After a tutorial video, the participants performed the IMN procedure, after which they completed post-procedure questionnaires. Statistical analysis included Wilcoxon signed-rank and McNemar’s tests to assess paired changes in non-parametric and binary variables, respectively, with significance set at p &lt; 0.05.</div></div><div><h3>Results</h3><div>Fifty students participated (mean age 25.4 ± 1.6 years), with 60% identifying as female. Most were second-year medical students (78%), and over half had no prior orthopedic surgery shadowing experience (52%). Following completion of the module, students demonstrated significant improvement in total knowledge scores (mean 4.76 ± 0.90 to 5.54 ± 0.63; p &lt; 0.001). At the item level, knowledge gains were significant for radiographic views (48%-74%; p = 0.005), deep dissection anatomy (82%-98%; p = 0.010), and post-guidewire surgical steps (66%-88%; p = 0.010). Students also reported improved confidence in identifying reduced fractures (p = 0.012), locating anatomical landmarks (p = 0.041), using the C-arm (p &lt; 0.001), and feeling prepared for surgical rotations (p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>This study highlights IVRSS as an effective tool for enhancing orthopedic knowledge and improving procedural confidence among medical students. By offering structured learning experiences, virtual simulations help bridge gaps in traditional curricula and better prepare students for clinical rotations.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103791"},"PeriodicalIF":2.1,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145617711","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":"Nature Versus Nurture: Does Residency Match Rank Order Predict Graduate Surgery Resident Performance?","authors":"Frank C. Wood MD ,&nbsp;Matthew Lin MD ,&nbsp;Kenneth Stewart PhD ,&nbsp;Zoona Sarwar MBBS ,&nbsp;Jason S. Lees MD","doi":"10.1016/j.jsurg.2025.103795","DOIUrl":"10.1016/j.jsurg.2025.103795","url":null,"abstract":"<div><h3>Background</h3><div>During the interview process for general surgery residency there is intense debate surrounding the National Resident Matching Program (NRMP) rank list. We find the process of moving an applicant marginally higher or lower on a rank list potentially arbitrary with questionable ability to predict resident performance or graduate success.</div></div><div><h3>Methods</h3><div>We performed a retrospective 8-year review (2010-2018) of all matched residents (<em>n</em> = 43) to a university program. All matched residents, including previous preliminary residents were followed until either their first position of employment, or until they attrited. All applications were reviewed for their position on the NRMP rank list and separated into three categories: rank-to-match (RTM), competitively ranked (CR), and noncompetitively ranked (NCR). Applicant data from the Electronic Residency Application Service (ERAS) was also recorded. Outcome data studied included American Board of Surgery In-training Exam (ABSITE), residency awards, administrative chief selection, grants, educational or research fellowship, disciplinary actions, coaching plans, clinical action plans, attrition, graduation, match into fellowship of choice, board passage, employment within surgery, military service, and academic practice. These measures of resident and graduate performance data were compared with NRMP rank list position using Fisher’s Exact Test.</div></div><div><h3>Results</h3><div>NRMP rank list position was compared with resident and graduate performance data revealing significant associations in first-year ABSITE Score (p &lt; 0.001) and departmental awards received (p &lt; 0.009) only. Our data reveal NRMP rank list position was not significantly associated with other metrics of resident or graduate performance including: subsequent ABSITE scores, administrative chief selection, grants, educational or research fellowship, disciplinary actions, attrition, fellowship match, board passage, employment, military service, or academic practice.</div></div><div><h3>Conclusions</h3><div>In an academic general surgery residency program, NRMP rank list position was associated only with first-year ABSITE score and receipt of departmental awards. Our data indicate that tedious and overly cautious rank list positioning of applicants may be deemphasized.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103795"},"PeriodicalIF":2.1,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145617710","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":"Patient Safety Reporting Systems and Surgical Safety Culture: One Culture to Rule Them All?","authors":"Morgan M. Sellers MD, MSHP ,&nbsp;Jennifer Fieber MD, MSCE ,&nbsp;Jennifer S. Myers MD ,&nbsp;Judy Shea PhD ,&nbsp;Rachel R. Kelz MD, MSCE ,&nbsp;Phillip M. Dowzicky MD, MSHP","doi":"10.1016/j.jsurg.2025.103769","DOIUrl":"10.1016/j.jsurg.2025.103769","url":null,"abstract":"<div><h3>Objective</h3><div>Safety event reporting is considered a marker of a positive safety culture, and many institutions have implemented efforts to increase reporting rates. Less is understood about the relationship between reporting behaviors and the surrounding safety culture. The aim of this study is to explore similarities and differences in the behaviors and attitudes expressed by surgical faculty, residents, and nurses regarding safety event reporting, thereby exploring the underlying safety culture in each group.</div></div><div><h3>Design</h3><div>Semi-structured interviews were conducted with 41 individuals involved in surgical care at a single high-volume academic center, distributed among surgical residents, faculty, and nurses. The in-depth, semi-structured interviews included open-ended questions with targeted follow-up probing. Interviews were audio-recorded, de-identified, and transcribed verbatim. Content analysis was used to identify relevant behaviors and attitudes.</div></div><div><h3>Results</h3><div>Residents, faculty, and nurses described distinct patterns of behaviors around the reporting system, with nurses describing the most consistent use and faculty the least. All 3 groups expressed mixed attitudes toward reporting, describing perceived conflict between the formal processes of reporting and a more traditional face-to-face approach to handling safety incidents. Residents described a wide range of attitudes, while nurses most consistently articulated how reporting could effect positive change.</div></div><div><h3>Conclusions</h3><div>Examination of subgroup behaviors and attitudes regarding patient safety reporting reveals substantive differences in underlying safety culture. Understanding these differences can help institutions interested in improving reporting behaviors as well as the underlying safety culture itself.</div></div>","PeriodicalId":50033,"journal":{"name":"Journal of Surgical Education","volume":"83 1","pages":"Article 103769"},"PeriodicalIF":2.1,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145617712","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}