Resident perspectives on the role of gender in operative experience during general surgery residency training: A mixed-methods study.

BACKGROUND: It remains unclear why female general surgery residents perform fewer cases than male peers. This exploratory study investigated possible contributors to gender-based disparities and solutions for improving equity in operative experience. METHODS: Surveys, including Likert scale and free-text questions, were distributed to 21 accredited general surgery residency programs. RESULTS: There were 96 respondents, of whom 69% were female. 22% of females personally experienced barriers to operative experience versus 13% of males (p â€‹= â€‹0.41), while 52% of female residents believed operative training was affected by gender (p â€‹= â€‹0.004). Inductive analysis revealed the most common barrier to operating room participation was floor work/clinical tasks. The most common barrier for female residents was perceived sexism/gender bias, with subthemes of "misidentification," "feeling unwelcome," and "poor trust/autonomy." To improve parity, residents proposed structured program-level review, feedback, and transparent expectations about case assignments. CONCLUSION: Female general surgery residents believe gender bias impacts training. Further mixed-methods research is crucial to determine the cause of gender-based disparities in operative experience.

An Easily Implemented, Inexpensive, Useful Novel Surgical Intern Wellness Initiative.

OBJECTIVE: Determine whether use of reflective questions asked on a twice monthly basis is a useful addition to our intern wellness curriculum, with a goal of longitudinal development. Prior studies have demonstrated the use of reflection in processing educational experiences toward professional growth at both the medical student and resident level. DESIGN: During the first year, every 2 weeks, the 13 interns were asked and answered 2 reflective prompts by email. Their responses went to a single faculty member and were then blinded for analysis. The second year of the program, prompts were discussed by participants in a closed group setting. Participation was voluntary. The questions fell into 6 major categories: role expectations, role assessment, role affirmation, role reflection, emotional self-assessment, work-life integration, and boundaries. Thematic analysis of the responses was performed using an inductive approach by 2 independent expert reviewers. SETTING: Brown General Surgery Residency Program, academic years 2021 to 2022 and 2022 to 2023. CONCLUSIONS: Use of reflective questions is a valuable tool as part of an intern wellness curriculum and can be easily implemented. It is inexpensive, does not require a huge time commitment, and is easily adaptable to a program's specific needs. It encourages developing surgeons to recognize and share in their emotions as they encounter the new and stressful experiences inherent in residency and may help to prevent burnout. Sustained participation through the year and robust responses suggest good resident engagement and acceptance of the program.

An Ideal System of Assessment to Support Competency-Based Graduate Medical Education: Key Attributes and Proposed Next Steps.

Competency-based medical education (CBME) is the future of medical education and relies heavily on high quality assessment. However, the current assessment practices employed by many general surgery graduate medical education training programs are subpar. Assessments often lack reliability and validity evidence, have low faculty engagement, and differ from program to program. Given the importance of assessment in CBME, it is critical that we build a better assessment system for measuring trainee competency. We propose that an ideal system of assessment is standardized, evidence-based, comprehensive, integrated, and continuously improving. In this article, we explore these characteristics and propose next steps to achieve such a system of assessment in general surgery.

Changing Surgical Culture Through Surgical Education: Introduction to the PACTS Trial.

The Provider Awareness and Cultural dexterity Toolkit for Surgeons (PACTS) curriculum was developed to improve surgical resident cultural dexterity, with the goal of promoting health equity by developing cognitive skills to adapt to individual patients' needs to ensure personal, patient-centered surgical care through structured educational interventions for surgical residents. Funded by the National Institute of Health (NIH)'s National Institute on Minority Health and Health Disparities, PACTS addresses surgical disparities in patient care by incorporating varied educational interventions, with investigation of both traditional and nontraditional educational outcomes such as patient-reported and clinical outcomes, across multiple hospitals and regions. The unique attributes of this multicenter, multiphased research trial will not only impact future surgical education research, but hopefully improve how surgeons learn nontechnical skills that modernize surgical culture and surgical care. The present perspective piece serves as an introduction to this multifaceted surgical education trial, highlighting the rationale for the study and critical curricular components such as key stakeholders from multiple institutions, multimodal learning and feedback, and diverse educational outcomes.

When I Don't see me, Am I seen? Race and student perception of the surgery clerkship.

INTRODUCTION: Increasing interest in general surgery from students who are Under-Represented in Medicine (URiM) is imperative to advancing diversity, equity, and inclusion efforts. We examined medical student third year surgery clerkship evaluations quantitatively and qualitatively to understand the experiences of URiM and non-URiM learners at our institution. METHODS: Evaluations from 235 graduated medical students between the years of 2019 and 2021 were analyzed. T-tests were used to compare numerical data. Free-text comments were qualitatively analyzed using inductive thematic analysis by two independent reviewers with conflicts resolved by a third. RESULTS: Evaluations were completed by 214 non-URiM students (91.1 â€‹%) and 21 (8.9 â€‹%) URiM students. There were no significant differences between URiM and non-URiM students in ratings of faculty and resident teaching. When asked whether residents were positive role models for patient care, non-URiM students were more likely than URiM students to agree (3.284 vs. 2.864, p â€‹= â€‹0.040). When asked whether they considered faculty to be positive role models, non- URM students were also more likely to answer affirmatively than URiM students (3.394 vs. 2.909 p â€‹= â€‹0.013). Qualitative comments were similar between the two groups. When asked what the strengths of the clerkship were, the most commonly evoked theme was "interactions with team" with subthemes of "team integration" "feeling valued" and positive "faculty" or "resident" interactions. "Operative experience" was the second most commonly evoked strength of the clerkship. The most common criticisms of the clerkship involved "negative interactions with team" with subthemes of "not prioritized above other learners" and "ignored." Negative "academic experience" was the next most commonly evoked weakness, with an affiliated theme of "lack of teaching." CONCLUSIONS: URiM students are less likely than non-URiM students to see surgical residents and faculty as positive role models. Integrating medical students into the team, taking time to teach, and allowing students to feel valued in their roles improves the clerkship experience for trainees and can contribute to recruitment efforts.

Narrative Medicine: Perioperative Opportunities and Applicable Health Services Research Methods.

Narrative medicine is a humanities-based discipline that posits that attention to the patient narrative and the collaborative formation of a narrative between the patient and provider is essential for the provision of health care. In this Special Article, we review the basic theoretical constructs of the narrative medicine discipline and apply them to the perioperative setting. We frame our discussion around the 4 primary goals of the current iteration of the perioperative surgical home: enhancing patient-centered care, embracing shared decision making, optimizing health literacy, and avoiding futile surgery. We then examine the importance of incorporating narrative medicine into medical education and residency training and evaluate the literature on such narrative medicine didactics. Finally, we discuss applying health services research, specifically qualitative and mixed methods, in the rigorous evaluation of the efficacy and impact of narrative medicine clinical programs and medical education curricula.

Transition from trainee to educator in the operating room: A needs assessment and framework to support junior faculty.

BACKGROUND: Transitioning from trainee to attending surgeon requires learners to become educators. The purpose of this study is to evaluate educational strategies utilized by surgeons, define gaps in preparation for operative teaching, and identify opportunities to support this transition. METHODS: A web-based, Association of Surgical Education approved survey was distributed to attending surgeons. RESULTS: There were 153 respondents. Narrating actions was the most frequently reported educational model, utilized by 74% of junior faculty [JF] (0-5yrs) and 63% of senior faculty [SF] (>6yrs). Other models used included educational time-outs (29% JF, 27% SF), BID teaching model (36% JF, 51% SF), and Zwisch model (13% JF, 25% SF). Compared with 91% JF, 65% SF reported struggling with instruction (p < 0.001). Five themes emerged as presenting difficulty during the resident to attending transition: lack of relationships, ongoing learning, systems-based, cognitive load, impression management. CONCLUSIONS: Our results represent a needs assessment in the transition from learner to educator in the OR.

Beyond the Surgical Time-Out: A National Needs Assessment of Preoperative Communication in US General Surgery Residency Programs.

OBJECTIVE: Perioperative communication is critical for procedural learning. In order to develop a periprocedural faculty development tool, we aimed to characterize the current status of preoperative communication in US General Surgery residency programs. DESIGN: After Association of Program Directors in Surgery approval, a survey was distributed to general surgery programs. Participants were asked about perioperative communication, including the frequency of preoperative briefings, defined as dedicated educational discussions prior to a procedure. Data were analyzed using descriptive statistics. SETTING: An anonymous electronic survey was distributed to interested programs in early 2019. PARTICIPANTS: US General Surgery trainees and attending surgeons. RESULTS: A total of 348 responses were recorded from 27 programs: 199 (57%) attending surgeons and 149 (43%) surgical trainees. Most respondents (83%) were from a university-affiliated program. Attending surgeons indicated a higher frequency of performing preoperative briefings compared to trainees (p < 0.001). Both trainees and attending surgeons were more likely to select their own group when asked who initiates a preoperative briefing. The majority of respondents (58%) agreed that discussing autonomy preoperatively improves resident autonomy for the case. In regards to the timing of preoperative briefings, most took place in/adjacent to the operating room, with only 60 participants (17%) participating in preoperative briefings the day/night prior to the operation. The most frequent topic discussed during preoperative briefings was "procedural content." Most participants selected "time constraints" as the greatest barrier to preoperative briefings and indicated that attending surgeon engagement was necessary to facilitate their use. Trainees were less likely to report engaging in immediate postoperative feedback, but more likely to report postoperative self-reflection. CONCLUSIONS: Preoperative briefings are not necessarily routine and attendings and trainees differ on their perceptions related to their content and frequency. Efforts to address timing and scheduling and encourage dual-party engagement in perioperative communication are key to the development of tools to enhance this important aspect of procedural learning.

Simulation-Based Examination of Arterial Line Insertion Method Reveals Interdisciplinary Practice Differences.

INTRODUCTION: Arterial cannulation is frequently performed on intensive care unit (ICU) and operating room patients; a 1% complication rate has been reported. Investigators applied simulation to study clinical providers' arterial catheter (AC) insertion performance and to assess for interdisciplinary and intradisciplinary variation that may contribute to complications. METHODS: Anesthesia, medical critical care, and surgical critical care providers with AC insertion experience were enrolled at 2 academic hospitals. Each subject completed a simulated AC insertion on an in situ task trainer. Using a Delphi-derived checklist that incorporated published recommendations, expert opinion, and institutional requirements, 2 investigators completed offline video reviews to compare subjects' technical performance. RESULTS: Ten anesthesia, 11 medical ICU (MICU, 1 excluded), and 10 surgical ICU (SICU) subjects with significant between-group differences in training level and AC insertion experience were enrolled for 2 years. Differences in procedural planning, equipment preparation, and patient preparation steps did not attain significance across groups except for anesthesia participants using only ad hoc AC kits, and MICU and SICU subjects preferentially using commercial kits (P < 0.001). Time-outs were completed by 1 anesthesia subject, 5 MICU subjects, and 4 SICU subjects (P = 0.29, NS). For proceduralist preparation steps, fewer anesthesiology subjects donned gowns (P < 0.001). Only MICU subjects used ultrasound guidance (P = 0.0053), and only MICU (100%) and SICU (100%) subjects sutured ACs in place. Overall observance of sterile technique was similar across groups at 70% to 100% (P = 0.32). CONCLUSIONS: Simulated AC insertions revealed procedural performance variability that may derive from individual provider differences, discipline-based practice parameters, and setting-specific cultural factors.

An Assessment of Fine Surgical KnotTying.

OBJECTIVE: Operating room simulation exercises have been well established as an effective means of improving confidence, task engagement, and learning retention among surgical residents. We have established a cost-effective model and scoring system assessing resident skills to tie secure surgical knots with minimal tension. DESIGN: A circular grid divided into 18 segments was placed underlying an aluminum can. Trainees tie 20 surgical square knots scored for time and total knot length. Movement of the can outside the grid served as a scoring penalty. Recorded were time, length of the 20 knots, and number of segments exposed at exercise end. A score was developed to identify a progression of skills with PGY level. All outcomes were compared between classes using ANOVA. SETTING: Brown University/Rhode Island Hospital Department of Surgery. PARTICIPANTS: Surgical residents (PGY1-PGY5) and participating attending surgeons employed by Rhode Island Hospital. RESULTS: Knot length and exposed segments showed trends of improved scores with ascending PGY level. Only average time attained statistical significance. Overall scores improved with PGY level: Composite scores significantly improved when comparing PGY1 to PGY3, PGY5, and Attending surgeons (p = 0.016, 0.011, and 0.011, respectively). Time significantly improved when comparing PGY1 to PGY3 and Attending surgeons (77vs. 50 and 47 seconds, p = 0.019 and 0.022 respectively). Composite scores were not significantly different above PGY3. CONCLUSIONS: A low fidelity, high impact knot tying model has been developed to assess the ability to securely tie surgical knots while minimizing tension, with linear increases in scores that appear to plateau at the PGY3 level.

Lessons Learned From the Surgical Morbidity and Mortality Conference.

OBJECTIVE: The Morbidity and Mortality (M&M) conference is both a quality improvement and an educational conference. We sought to evaluate the educational and quality improvement value of different learners who attend the surgical M&M conference. Furthermore, we sought to evaluate if an educational intervention directed at medical students (MS) would improve their experience at this conference. DESIGN: Over a 2-month period, we used a third party, real-time audience polling software during 4 M&M conferences using questions concerning medical error, loop closure, learning value, applicability, and professionalism. After baseline data were obtained in Phase 1, MS attended a seminar on the subject of error as part of their orientation. Additionally, to facilitate their preparation, MS were supplied the cases to be presented at that week's conference, a few days before M&M. After this intervention, 3 additional M&M conferences were polled, as described above, as part of Phase 2. Differences between faculty (FAC) and MS experience were assessed by chi-square and ANOVA analyses as appropriate. Study was reviewed and received a waiver from the IRB. SETTING: Rhode Island Hospital, Providence, Rhode Island, a tertiary care academic teaching hospital of Brown University. PARTICIPANTS: Audience participants were informed of the voluntary nature of this survey and asked to self-identify as MS, PA/NPs, junior residents, senior residents, or FAC. In phase 1, there were an average of 289 ± 18.7 responses per session, while in phase 2 there were an average of 267 ± 9.29 responses per session. RESULTS: In Phase 1, when asked to characterize the error as practitioner, system, both practitioner and system or neither, FAC were more likely to assign error as practitioner error than MS (15/38 - 39.5% vs 6/41 - 14.6%, p = 0.021). This trend continued in Phase 2, FAC (19/33 - 57.6%) vs MS (8/29 - 27.6%), p = 0.011. In terms of whether learners felt the conference was useful to their education (5 point scale - strongly agree to strongly disagree) the FAC felt conference more useful than MS (4.0 vs 3.63 p = 0.005). This trend continued even after intervention (4.24 vs 3.71 p < 0.001). The FAC and MS had the same opinion as to the closure of the case being "education at conference," change in policy/procedure, both, neither, no response - average: 75, 3, 9, 6, 7%. Both the FAC and the MS felt the environment was professional (Phase 1: 4.42 v 4.18, p = 0.321)(Phase 2: 4.43 v 4.37, p = 0.1002). CONCLUSION: Despite an educational intervention, we found FAC and MS maintained very divergent opinions as to what is practitioner error, and system error, and FAC found the M&M discussion more educational than MS. To maximize learning for MS during surgical M&M more interventions are needed.