Search

Graduate medical education is pivotal in shaping a physician's professional identity, an aspect that is often overshadowed by the emphasis on clinical skills. This manuscript addresses the critical role of medical educators as role models in developing professional identity among students using the ABC: Authenticity, Behavior, and Commitment. Authenticity demands consistency between personal beliefs and professional actions which fosters trust. Behavior involves consistently displaying professional and ethical conduct and providing a live curriculum that is professional. Commitment signifies a dedication to lifelong learning and patient care, demonstrating resilience and innovation. By embodying these principles, educators can significantly influence students, ensuring they acquire essential clinical skills and adopt core professional values, thereby preparing them for the ethical, interpersonal, and technical challenges in the medical field.

Introduction: The need to train oncologists to address the complexities of the aging population has been a focus of educational initiatives and strategies since the 1980s. However, large gaps in the dissemination and implementation of geriatric oncology curricula are still present. Currently, few resources exist for oncology training programs to implement a formal geriatric oncology curriculum. We aimed to create a formalized introductory course to teach oncology and geriatrics trainees the principles of geriatric oncology., Methods: Curriculum presentations were delivered to both hematology/oncology and geriatrics fellows during five 1-hour didactic/workshop sessions over a 2-month period. In addition to didactic presentations, sessions included interactive learning components and a case-based workshop. Evaluation of the curriculum was conducted through pre- and postcourse knowledge and competency assessments, as well as individual session satisfaction surveys., Results: Fifteen (11 hematology/oncology and four geriatric medicine) clinical fellows participated in the first presentation of this curriculum during the 2022-2023 academic year. The mean score on the precourse knowledge assessment was 7.1 ( SD = 2.5) out of a maximum score of 15 compared with a mean score on the postcourse knowledge assessment of 9.8 ( SD = 3.0; CI: 8.0-11.6; t = -2.5; p = .02)., Discussion: Course content was successfully implemented into the hematology/oncology and geriatric medicine fellowship core curriculum using the above methods. Future directions include presentation of course material to incoming trainees, content refinement based on satisfaction surveys, and interdisciplinary adaptation for trainees in other health care disciplines (e.g., nursing, advanced practice providers, etc.)., (© 2024 Gregorio et al.)

Purpose: This cross-sectional study focuses on evaluating the success rate of ChatGPT in answering questions from the 'Resident Training Development Exam' and comparing these results with the performance of the ophthalmology residents., Methods: The 75 exam questions, across nine sections and three difficulty levels, were presented to ChatGPT. The responses and explanations were recorded. The readability and complexity of the explanations were analyzed and The Flesch Reading Ease (FRE) score (0-100) was recorded using the program named Readable. Residents were categorized into four groups based on their seniority. The overall and seniority-specific success rates of the residents were compared separately with ChatGPT., Results: Out of 69 questions, ChatGPT answered 37 correctly (53.62%). The highest success was in Lens and Cataract (77.77%), and the lowest in Pediatric Ophthalmology and Strabismus (0.00%). Of 789 residents, overall accuracy was 50.37%. Seniority-specific accuracy rates were 43.49%, 51.30%, 54.91%, and 60.05% for 1st to 4th-year residents. ChatGPT ranked 292nd among residents. Difficulty-wise, 11 questions were easy, 44 moderate, and 14 difficult. ChatGPT's accuracy for each level was 63.63%, 54.54%, and 42.85%, respectively. The average FRE score of responses generated by ChatGPT was found to be 27.56 ± 12.40., Conclusion: ChatGPT correctly answered 53.6% of questions in an exam for residents. ChatGPT has a lower success rate on average than a 3rd year resident. The readability of responses provided by ChatGPT is low, and they are difficult to understand. As difficulty increases, ChatGPT's success decreases. Predictably, these results will change with more information loaded into ChatGPT., (© 2024. The Author(s), under exclusive licence to Springer Nature B.V.)

Introduction: Ventral hernia repair cost the U.S. healthcare system nearly 3 billion dollars annually. Surgical repair is a critical competency for residents yet hernia recurrence rates following mesh-based repair range from 0.8% to 24%. Improving surgical techniques using cadavers is often cost-prohibited for many education programs and limited research exists using simulation models with a corresponding hernia repair curriculum in the graduate medical education setting. This pilot project aimed to develop a low cost, easily reproducible novel abdominal wall reconstruction model and pilot-test the ventral hernia repair curriculum to inform further refinement prior to formal evaluation., Material and Methods: This descriptive study pilot-tested the newly refined Abdominal Wall Surgical Skills Operative Model (AWSSOM) simulator for ventral hernia repair with mesh and its corresponding 2-h training curriculum for use at all levels of general surgery graduate medical education. The AWSSOM is a 3D printed synthetic anatomically realistic abdominal wall model consisting of silicone cured layers of skin, fat, rectus abdominis and a posterior rectus sheath fascia, and silicone tubules to simulate lateral neurovascular bundles. The curriculum incorporated didactic content reflecting surgical practice guidelines, hands-on practice, and faculty guidance promoting interactive critical thinking development during task performance. A pre-/post-assessment included a 10-item knowledge test, a 19-item psychomotor assessment, and 4-items confidence survey to examine changes in performance, knowledge, and confidence in competently completing the ventral hernia repair technique. Descriptive statistics were used to report the limited results of six military surgical resident participants and inform further model and curriculum refinement prior to formal evaluation., Results: The five-layer AWSSOM model was manufactured in 65 h at a material cost of $87 per model frame, is reusable model, and secure base. Six surgical residents were recruited; only four completed both pre- and post-tests due to resident schedule conflicts. The average increase in knowledge was 25%, although variable changes in confidence were observed over the four program year participants. A larger sample size and a control group are needed to demonstrate curriculum effectiveness at improving knowledge, performance, and confidence in ventral hernia repair with mesh and better delineate if high scores translate to better operative skills. A key improvement requested by residents was a more secure model base for dissection and performance of the hernia repair., Conclusions: The novel abdominal wall surgical skills operative model fills an important proof of concept gap in simulation training. It is low cost with the potential to improve cognitive and psychomotor skills, as well as confidence to competently complete ventral hernia repair with mesh in the graduate medical education setting. Prior to formal effectiveness testing, our lessons learned should be addressed in both the model and curriculum. Future studies must include an adequately powered statistical evaluation with a larger sample across all levels of training., (Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2024. This work is written by (a) US Government employee(s) and is in the public domain in the US.)

Purpose: With the introduction of physician assistants and nurse practitioners (i.e., advanced practice clinicians [APCs]), the landscape of graduate medical education (GME) has fundamentally changed. Whereas APCs' role in GME settings has been mainly described as substitutes for postgraduate medical trainees, APCs are increasingly considered integrated and collaborative team members. However, APCs' contributions to trainees' education and learning remain underexplored. This critical review synthesized the literature available on how APCs contribute to trainees' workplace learning and how these contributions are enabled., Method: The authors searched PubMed, Embase, Web of Science, CINAHL, and PsycINFO from database inception dates to April 2023 for published articles reporting on educational or guiding behaviors of APCs in GME contexts, resulting in 1,830 articles for possible inclusion. Using a critical review approach, the analysis was informed by a previously published framework describing workplace guidance behaviors and the authors' clinical and research expertise., Results: A total of 58 articles were included in the study. Advanced practice clinicians contribute to trainees' workplace learning through a variety of guidance behaviors, including learning from patient care, demonstrating, support, socialization, feedback, involvement in evaluations, and other unspecified contributions. Thematic analysis indicated that APCs' contributions were enabled by their close working relationships with trainees, their unique perspective within the workplace, and the extent to which they were formally incorporated within workplace learning., Conclusions: This critical review offers a concrete description of ways APCs are contributing to trainees' learning and education in the GME workplace across the literature. These results suggest that APCs could be a potentially untapped source for further optimizing workplace learning. However, unlocking this potential will require a shift in the conceptualization of APCs' role in the workplace. Opportunities for APC professional development and formalization of APCs' educational role should be considered., (Copyright © 2024 Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a “work of the United States Government” for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of employees of the Federal Government.)

Background: Surgical bootcamps provide hands-on learning opportunities for junior doctors and trainees in low-pressure, non-clinical environments. Participants develop skills, knowledge, and confidence in preparation for their registrar years. A number of international urology-specific bootcamps have demonstrated improvements in these technical and non-technical domains. However, there was no such opportunity for Australian doctors. In the first urology bootcamp in Australia, we aimed to assess participants' knowledge, technical skills, and confidence in managing urological conditions pre- and post-bootcamp., Methods: Twenty-five early-career medical officers attended the bootcamp and completed a comprehensive written survey at the beginning and end of the bootcamp., Results: Results showed that self-perceptions of knowledge, confidence, and technical skill all improved at the conclusion of the bootcamp (P = 0.01). All participants reported the bootcamp to be 'useful' or 'very useful' in furthering their urological training., Conclusion: This study demonstrates the success of an inaugural Australian urology bootcamp in preparing junior doctors and unaccredited registrars for their registrar training years., (© 2024 Royal Australasian College of Surgeons.)

The importance of nutrition in the development of disease, and in the recovery from illness, is among the most fundamental tenets in human biology and optimal health. Nutrition was fundamental in many traditional forms of medicine until its role in medical care experienced a rapid decline over the last century. We believe a key cause of the decline in nutrition's essential role in healthcare and preventative medicine is the escalating crisis of inadequate nutrition education in medical training. Recent data show 75% of United States medical schools have no required clinical nutrition classes and only 14% of residency programs have a required nutrition curriculum. More troubling, only 14% of current healthcare providers feel comfortable discussing nutrition with their patients. The purpose of this paper is to present the evidence illustrating the distinct lack of nutrition education in medical training. Further, we present key examples of existing formal nutrition curricula to incorporate nutritional science into all healthcare providers' education and practices. We discuss existing nutrition fellowships and training programs, including the new Duke Online Clinical Nutrition Fellowship. We also cover a physician nutrition certification allowing physicians to pursue clinical nutrition as a career path. Finally, recent financial incentives and quality measures incentivizing healthcare provider nutrition education is discussed. Thus, in conclusion, we advocate the inclusion of nutrition education curricula as a priority in medical schools, graduate medical education, and continuing medical education. Formal clinical nutrition training should be a requirement for hospital leadership and administrators for all Parenteral Nutrition and Nutrition Team Physician Directors in hospitals worldwide, and this key clinical role must become an essential position in all hospitals. In addition, we immediately need to address the critical shortage of physician nutrition specialists who will serve as the next generation of leaders in clinical nutrition care and research., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Background: In Australia and New Zealand, competitive selection processes for surgical specialty training programs often use a standardized curriculum vitae (CV) to assess criteria such as professional achievements. This review aims to assess the predictive validity, standardization, and implicit biases of these selection methods, as well as their implications for trainees and the diversity of surgical cohorts., Methods: The 2023 CV scoring criteria were collected for all available specialty surgical programs in Australia and New Zealand. In 2023, each of the 11 surgical craft programs published publicly available standardized CV scoring criteria. In this study, scored items that constitute 'professional achievements' were recorded and tabulated. Observational analysis of the collected data was then conducted., Results: In 2023, each of the 11 specialty surgical craft programs published publicly available structured CVs, of which 10/11 allocated points for professional achievements. Designated points for professional achievements were classified as awards, scholarships, committee positions, and prior training courses: 4/11 programs offered points for scholarships/grants, 6/11 programs offered points for academic and/or non-academic prizes, and 8/11 programs offered points for professional development courses. Observational analysis of these findings suggests that professional achievements are desired in training program applicants., Conclusion: Variability in medical school opportunities and inherent heterogeneity reduce the CV's efficacy, unfairly disadvantaging some applicants. Observational analysis of hence highlights the need for future research to assess potential updates in CV parameters to enhance predictive validity, reduce bias, and promote diversity., (© 2024 The Author(s). ANZ Journal of Surgery published by John Wiley & Sons Australia, Ltd on behalf of Royal Australasian College of Surgeons.)

Objective: Resident-Applicant Buddy Programs (RABPs) are a new initiative designed to improve resident recruitment. This study aims to evaluate the impact and perceived value of RABPs and to identify areas for improvement for future recruitment cycles., Design: Anonymous online survey study of RABP participants with mixed-methods approach to evaluate participants' experience and perceived impact of the program. The survey queried demographics, Likert responses, and open-ended responses. Qualitative thematic analysis of open-ended responses was performed with inductive coding in an iterative fashion by 2 raters., Setting: This study was conducted at a general surgery residency program at a tertiary academic institution during 2022-2023 recruitment cycle., Participants: Of 125 RABP participants (n = 39 residents and n = 86 interviewed applicants), surveys from n = 45 participants (n = 19 residents, 66%; n = 26 applicants, 30%) were completed and analyzed., Results: Applicants were predominantly female (65%) and first-generation physicians (69%). Buddy pairings were 65% gender concordant and 48% race/ethnicity concordant. Many applicants (60%) participated in RABPs at other institutions. Buddies connected for a mean (SD) of 52 (28) minutes. Majority of applicants agreed the program decreased stress/apprehension about interviewing (70%, 4.0 [1.1]), helped understand resident life at the program (91%, 4.3 [1.0]), and increased desire to match in the program (65%, 4.0 [1.1]). Residents agreed they enjoyed participation (89%, 4.5 [0.7]), the program should be continued (100%, 4.8 [0.4]), and desired to participate again (100%, 4.8 [0.4]). Thematic analysis revealed applicants valued the program as an approachable source of information, illumination of program culture, aid in interview preparation, and connection between applicant and program. Applicants appreciated the intentionality of the program to create a RABP., Conclusions: RABP decreased applicants' stress, improved understanding of resident life, and for the majority, increased desire to match at the program. Resident engagement and desire for ongoing participation in the RABP was high. Overall, RABPs can increase applicant interest and program transparency., (Published by Elsevier Inc.)

Objective: To improve the well-being and sense of community of surgical trainees., Design: Residents were invited to participate in confidential discussion groups during protected education time to have a safe space to support each other through common struggles. The groups were facilitated by licensed mental health professionals with experience working with medical trainees. An anonymous voluntary wellness survey and a qualitative feedback survey were used to understand residents' experience participating in these discussion groups., Setting: Single large academic institution., Participants: General surgery and obstetrics and gynecology residents., Results: 677 resident responses to the wellness survey were collected between 2020 and 2023. Compared to residents who participated in < 5 discussion group sessions, residents participating in ≥ 5 sessions reported improved self-perception of their own competency and capability (p = 0.012), and in their ability to contribute to others' well-being (p = 0.045). They also reported considering more of their co-residents as friends (p = 0.002), increased willingness to discuss personal problems with their co-residents (p < 0.001), and were more likely to report recently working with peers to solve a common problem (p = 0.041). In a second qualitative survey (n = 53), resident feedback revealed an appreciation for the opportunity to discuss shared experiences, creating community, having a safe space and dedicated time for introspection, and receiving input from a therapist. Opportunities for improvement included providing more structure to the discussion, increasing the frequency of group meetings, and focusing on developing coping skills., Conclusion: Therapist-facilitated discussion groups can improve aspects of trainees' mental well-being and help foster relatedness, community, and shared problem solving with peers. Residency programs should consider incorporating similar programs into their wellness initiatives., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Objective: To describe the design, implementation, and evaluation of a two-week rotation intended to enhance junior surgical residents' preparation for their dedicated professional development time (PDT) and academic careers., Design: As part of a multifaceted effort to promote residents' academic development, we designed a two-week, nonclinical "Academic Development Block" (ADB) rotation for postgraduate year (PGY)-2 and -3 residents. During this rotation, residents meet with clinical, research, and peer mentors and work on academic activities, with relevant deliverables specific to each class year. We analyzed feedback from postrotation surveys and interviews, which were inductively coded and thematically analyzed, and data on resident grant applications and earnings before and after implementation., Setting: The general surgery residency program at a major urban, university-affiliated academic medical center. ADBs were first implemented in 2021., Participants: A total of 39 PGY-2 and PGY-3 residents rotated through the program with 51 ADBs over the first two years of implementation., Results: Surveys indicated overwhelmingly positive perceptions on the value of ADBs, including the amount of structure and resources available. Free-response and interview themes indicated appreciation for time to meet with mentors, develop ideas, and complete academic work. Residents believed the ADB rotation accelerated their transition into PDT and was a marker of institutional commitment. Areas for improvement pertained to the timing of ADBs and pairing of mentors. Both cohorts who participated in at least 1 ADB had higher proportions of residents who successfully applied for grants and a greater amount of total funding awarded compared to all 4 of the most recent cohorts prior to implementation., Conclusions: A short academic development rotation protected from clinical responsibilities is a well-regarded intervention to help residents refine their career goals and prepare for their PDT. Similar initiatives may be of interest to residency programs seeking to foster their residents' academic career development., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: In response to Covid-19, the Association of American Medical Colleges (AAMC) recommended for residency interviews to take place virtually. Benefits of virtual interviews include substantial cost saving and scheduling flexibility. However, it is more difficult to understand program culture and there is concern that more emphasis will be placed on board examination scores and class rank. Programs are split in their decision to keep virtual interviews in the future. This study aims to provide more clarification on students' perspectives and explore the role of an optional second look day to bridge the gap left by the lack of in-person interaction., Design: This cross-sectional study surveyed applicants at our general surgery residency program during the 2022 to 2023 cycle. An optional second look day event was held after submission of the program's rank list. The first survey was sent to all applicants who interviewed with the residency program and asked to pick an interview style that they favored (in person vs virtual) and then asked to rate factors that impacted their decision. It also asked if an optional second look day event was made available, what factors would applicants consider to be important in their decision to attend. The second survey was sent to applicants who attended second look day and asked applicants to state importance of factors that led to their decision to attend., Results: About 50/110 completed the first survey. Applicants preferred virtual over in-person interviews (52% vs 28%). Those who chose virtual selected factors of time commitment and financial burden to be very important compared to those who chose in-person. Applicants who preferred in-person interviews placed most importance on avoiding technical issues and having personal interactions such as: with attending surgeons, with residents, assessment of program culture, visiting facilities, and visiting the town. Applicants were asked to pick important factors if they were to attend an optional second look day after their virtual interview. The following factors were chosen as very important: time commitment, financial burden, interaction with program leadership, interaction with attending surgeons, interaction with residents, visiting facilities, and visiting the town. We then held a second look event after the submission of our rank list. 34/110 attended and 17 complete the survey. Cost and time commitment were not as important to this group who actually attended; they chose in-person interactions with leadership and residents and assessing the program culture to be most important., Conclusion: This study aimed to determine the best interview method based on student perceptions. We also piloted an optional second look day to determine whether or not it fills the gaps left by the suspension of in-person interviews. We recommend continuing with virtual interviews as this is what applicants prefer. It alleviates the financial burden of travel and allows for better time management. However, the significance of in-person interactions cannot be ignored. We propose that second look days should be incorporated after submission of the program's rank list to allow applicants the opportunity for in-person interactions, exploration of the town, and enhance their overall interviewing experience., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Introduction: Many surgical fellowship programs incorporate robotic surgery, yet not all residency programs offer robotic training for residents. Given the variability of pre-fellowship robotic exposure, the goal of this study was to explore whether standardized robotic skills assessment would be useful to fellows at the start of their training., Methods: In partnership with the Fellowship Council, we surveyed current fellows of accredited Thoracic, Colorectal, HPB, and Advanced GI/MIS/Bariatrics/Foregut Fellowship programs. Main outcome measurements included amount of robotic exposure during residency, fellows' robotic skills at the start of fellowship, and fellows' attitudes towards a standardized skills assessment., Results: In total, 78 fellows completed the survey. Mean percentage of cases performed robotically during fellowship was 38.1% (SD ± 32.25%). From our respondents, 46% had no robotic curriculum during residency and 86.9% felt a standardized robotic curriculum during residency would have been beneficial. When asked if they started fellowship with adequate robotic skills to operate autonomously, 31% strongly agreed, but 24.4% strongly disagreed. The majority of fellows reported their fellowship program did not conduct an assessment of their robotic skills (71.5%), or provide a specific robotic curriculum (75.6%). On the other hand, 73.3% felt a formal proficiency assessment at the start of fellowship would be helpful for individualized support and training., Conclusions: Given the significant variability in resident exposure to robotic surgery, a standardized robotic curriculum during residency would likely be beneficial. Additionally, a robotic skills assessment at the start of fellowship could help provide a tailored training experience for fellows interested in this skillset., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Video-based educational programs offer a promising avenue to augment surgical preparation, allow for targeted feedback delivery, and facilitate surgical coaching. Recently, developments in surgical intelligence and computer vision have allowed for automated video annotation and organization, drastically decreasing the manual workload required to implement video-based educational programs. In this article, we outline the development of a novel AI-assisted video forum and describe the early use in surgical education at our institution., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Background: Night float rotations are associated with decreased feedback, educational conference attendance, and operative time. Interns are also more isolated and spend less time on teams. We therefore developed a novel post night shift initiative to address these shortcomings and examined its impact on the educational experience and sense of belonging among interns., Methods: A program of weekly senior resident-led post night shift sessions was instituted at a university-based general surgery residency program for the first quarter of the academic year. Four interns and one senior resident participated in each session. Feedback surveys were administered. A previously validated Belonging in Surgery survey was also administered to all general surgery interns at the end of the quarter., Results: Eleven interns had night float rotations within the first 3 months of the academic year. The intern feedback survey response rate was 93% (10/11). All intern respondents attended at least 3 sessions. Interns felt that the sessions increased familiarity with each other (85%) and senior residents (92%), improved clinical decision making (77%), and provided a safe space for discussion (69%). The senior resident survey response rate was 86% (n = 14). All senior residents enjoyed teaching the sessions and felt that they improved their familiarity with interns. The intern belonging survey response rate was 84% (16/19). Categorical interns had significantly higher belonging scores than preliminary interns at the end of the first quarter (mean 48.1 vs 41.6, p = 0.009). There was a trend toward decreased belonging scores for interns who had night float rotations early in the year which did not meet statistical significance (42.9 vs 47.4, p = 0.059)., Conclusion: This novel program improved intern decision-making, familiarity with other residents, and comfort calling senior residents for assistance overnight. There was no statistically significant difference in belonging between interns who started residency on night float versus those who did not. Similar programs may help address concerns regarding missed learning opportunities and decreased sense of community during these rotations., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: The American Board of Surgery In-Training Examination (ABSITE) is an important factor in general surgery resident career development. The use of practice question banks for ABSITE preparation improves exam scores and completing more practice questions results in higher scores. The objective of this study is to describe the design of a novel, team-based ABSITE competition implemented into our residency program and analyze its effect on exam performance., Design: For the 2023 to 2024 academic year (AY), residents were randomly sorted into teams. The number of TrueLearn (TL) practice questions completed by each team during the 6-month period preceding the 2024 ABSITE was monitored at regular intervals. Paired sample t-test was used to compare total questions completed and ABSITE percent scores from the prior AY. Simple linear regression was performed to determine if total completed questions predicted ABSITE percent scores, and if the change in total completed questions predicted a change in ABSITE percent scores for unique residents., Setting: University-affiliated general surgery residency program., Participants: 34 clinical and research general surgery residents., Results: Mean total TL questions completed per resident increased by 175.2, with a difference trending toward statistical significance (1037.9 ± 583.6 vs 1213.1 ± 596.0, p = 0.08). Mean ABSITE percent scores significantly increased by 4.6% (68.2 ± 8.7 vs 72.8 ± 5.7, p < 0.001). Total completed questions positively correlated with ABSITE percent scores (R 2  = 0.21, F (1,66) = 17.04, p < 0.001). Among individual residents, completing more questions than the prior AY predicted improvement in ABSITE percent scores (R 2 =.18, F (1,32) = 7.02, p = 0.01). Our model predicts that by completing 300 additional practice questions (e.g. 10 more questions/day for 1 month) a resident's ABSITE percent score will increase by 4.8 percentage points., Conclusion: Implementation of a team-based ABSITE competition is a straightforward and effective intervention that increases general surgery resident question bank utilization and significantly improves ABSITE percent scores., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Objective: Effective communication about serious illness is pivotal in delivering surgical palliative care-a crucial component of comprehensive surgical critical care (SCC). However, limited educational strategies exist for fellow-level trainees, who are often directing clinical decision-making and building mutual trust with patients and families. This pilot study assess implications of a novel serious illness communication training opportunity tailored specifically for SCC fellows., Design: Prospective implementation of a multimodal training session (1 hour-didactic lecture, 2 hours-live-action simulation), using pre- and postcourse surveys to assess self-perceived confidence., Setting: University of Michigan in Ann Arbor, Michigan., Participants: Eleven ACGME-accredited SCC fellows during the 2023 to 2024 academic year participated and completed all 3 survey assessments., Results: Following the course, 6 of 7 confidence domains showed improvement, with 2 reaching statistical significance-communication skills to discuss goals of care and/or code status (3.73 vs. 4.36, p = 0.018) and end-of-life care or transition to comfort-focused care (3.36 vs. 4.18, p = 0.023) with a patient or family member. At 6-month follow up, fellows reported further increases in all queried domains, though changes were nonsignificant. Greatest absolute increases were noted in delivering serious news (4.18 vs. 4.55, p = 0.143) and expressing nonverbal empathy (4.09 vs. 4.50, p = 0.197). The majority (91%) of respondents felt more comfortable having serious illness conversations with patients and families due to their training course experience., Conclusion: Implementation of a 3-hour training course tailored for SCC fellows significantly boosted both the immediate and long-term confidence in their serious illness communication skills and ability to manage complex care scenarios., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: The objective of this study was to evaluate the validity evidence supporting the use and interpretation of a multifaceted assessment system in the early years of surgical training., Design: This was a national retrospective cohort study analyzing the validity and reliability of an assessment process for surgical residents over a 2-year period. Data from all elements of the assessment process was evaluated using Messick's unified validity framework. Assessments were categorized as Workplace-based, Structured assessment performed in the academic center and Multiple Mini Interview., Setting: Our Institution is a health sciences university and the body responsible for the training and certification of all surgeons in our national program. Residents on the Core Surgical Training program undergo multiple assessments over the first 2 years of postgraduate training, both in the workplace and the academic training center, which inform their progression into higher surgical training in their chosen specialty., Participants: Data was collected from 2 cohorts of the entire population of postgraduate trainees nationally (N = 114)., Results: Best practice standards for educational testing aligned with the results supporting the use of this assessment process. Findings indicate a robust assessment system, demonstrating validity evidence in content, response process, internal structure, relations to other variables, and consequences. Composite score reliability of the assessment was 0.89 which demonstrates a highly reliable process. Correlation between workplace-based assessments and standardized tests performed in the simulation setting was also very high (0.93)., Conclusions: The Core Training Assessment System (CTAS) provides a psychometrically rigorous system to measure trainee competence during the initial years of training. Residency programs of all sizes can replicate the methods described here to demonstrate the validity of their assessment processes, thereby being able to stand over decisions on surgical competency., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Objective: The USMLE Step 1 exam, an important metric in the integrated plastic surgery match, transitioned to pass/fail scoring in January 2022. No previous studies have investigated the impact of this new scoring system on the process of ranking applicants in the integrated plastic surgery match., Design: 330 Plastic Surgery Common Applications (PSCAs) were submitted to a single academic center in the 2023-2024 match cycle. Applicants were sorted into tiers via a holistic review process, and quantifiable data, including USMLE Step 1 scores, were then compared between tiers., Setting: Our Institution's Integrated Plastic Surgery Residency Program., Participants: Integrated Plastic Surgery applicants in the 2023-2024 match cycle., Results: 317 of 330 PSCAs were analyzed in this study, excluding applicants who did an elective rotation at our institution. Applicants were sorted into 3 tiers: high (n = 100), middle (n = 118) and low (n = 99), with a significant difference in match rate per tier, respectively (88.0%, 58.5%, 30.3%, p < 0.0001). The majority of USMLE Step 1 scores were reported as pass/fail (186/317, 58.7%). There was a significant difference (p < 0.0001) between the average USMLE Step 1 score between the high (mean 250.5, SD 10.4), middle (mean 241, SD 14.6), and low tiers (mean 235.5, SD 16.5). More applicants in the low tier (50%) and high tier (40%) reported numeric USMLE Step 1 scores than those in the middle tier (35%, p = 0.0734). Stepwise logistic regression revealed USMLE Step 1 score to be an independent predictor of tier placement between the high and middle tier (p = 0.0030) and high and low tier (p = 0.0001). Lastly, 3 applicants reported their USMLE Step 1 score as 'pass' instead of their given numeric score., Conclusions: Comparing applicants with numeric USMLE Step 1 scores to those with pass/fail scores can have a significant impact on the ranking of those applicants and should be carefully considered during the plastic surgery match process., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Objective: Artificial intelligence (AI) is capable of answering complex medical examination questions, offering the potential to revolutionize medical education and healthcare delivery. In this study we aimed to assess ChatGPT, a model that has demonstrated exceptional performance on standardized exams. Specifically, our focus was on evaluating ChatGPT's performance on the complete 2019 Orthopaedic In-Training Examination (OITE), including questions with an image component. Furthermore, we explored difference in performance when questions varied by text only or text with an associated image, including whether the image was described using AI or a trained orthopaedist., Design and Setting: Questions from the 2019 OITE were input into ChatGPT version 4.0 (GPT-4) using 3 response variants. As the capacity to input or interpret images is not publicly available in ChatGPT at the time of this study, questions with an image component were described and added to the OITE question using descriptions generated by Microsoft Azure AI Vision Studio or authors of the study., Results: ChatGPT performed equally on OITE questions with or without imaging components, with an average correct answer choice of 49% and 48% across all 3 input methods. Performance dropped by 6% when using image descriptions generated by AI. When using single answer multiple-choice input methods, ChatGPT performed nearly double the rate of random guessing, answering 49% of questions correctly. The performance of ChatGPT was worse than all resident classes on the 2019 exam, scoring 4% lower than PGY-1 residents., Discussion: ChatGT performed below all resident classes on the 2019 OITE. Performance on text only questions and questions with images was nearly equal if the image was described by a trained orthopaedic specialist but decreased when using an AI generated description. Recognizing the performance abilities of AI software may provide insight into the current and future applications of this technology into medical education., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: To evaluate the use of the large language model ChatGPT to simulate an oral surgical boards examination environment., Design: ChatGPT was asked to create oral surgical boards questions based on a series of clinical scenarios., Results: ChatGPT created clinically relevant oral board-type questions. ChatGPT provided pertinent follow-up questions after the user's response as would occur in an oral examination as well as feedback regarding the user's response., Conclusions: Chat GPT can simulate an oral boards-style examination of a surgical trainee with a reasonable degree of clinical detail and immediate feedback. It may be a useful as a curricular tool and for self-education and board preparation., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Objective: To characterize Otolaryngology residency program strategies for recruiting underrepresented minorities in medicine (URiM) residents and their perceived effectiveness, and explore perceived barriers to recruitment., Design: We conducted a survey of Otolaryngology program directors (PDs) at the 122 accredited programs within the United States, utilizing a validated and previously published survey utilized within the OB-GYN literature. We solicited information regarding recruitment of underrepresented minorities in medicine (URiM) applicants, effectiveness of strategies, and perceived barriers in recruitment., Setting: A national survey of U.S. accredited residency programs in Otolaryngology in 2022-2023., Results: A total of 42 (34%) PDs responded. 55% of programs reported an increase in URiM residents, of which 18(43%) described an intentional change. Almost all PDs reported placing at least "some" significance in the recruitment of URiM residents (95%). Statistically significant differences were seen in recruitment methods between programs that saw an increase in URiM resident recruitment an those that did not. Additionally, Program Directors believed that increased face-face interaction with applicants were the most effective forms of recruitment. PDs found the biggest challenge to recruitment was a lack of diverse applicants (6.3/10) and faculty (5.8/10). This perception did not change when adjusted for programs that saw an increase in URiM trainee recruitment., Conclusions: This study demonstrates the URiM resident recruitment practices and perceived effectiveness of these strategies within otolaryngology programs nationally. The results and analysis may provide programs who are looking to diversify their workforce with some effective and meaningful strategies to start the process., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: To collect validity evidence for the use of the Anastomosis Objective Structured Assessment of Technical Skills (A-OSATS) instrument, which has been developed to evaluate performance of a minimally invasive side-to-side bowel anastomosis with hand-sewn common enterotomy., Design: Residents performed a robotic ileocolic anastomosis simulation on an ex vivo porcine model. Faculty scored each resident with the A-OSATS and performed a provocative leak test on the completed anastomoses. Residents were reassessed on the sewing sub-score 1 month later. Data were compared with parametric and nonparametric analysis., Setting: Single academic general surgery residency PARTICIPANTS: PGY-4 and -5 general surgery residents (n = 17) RESULTS: PGY-5s performed better than PGY-4s in repeat A-OSATS sewing sub-score (mean 55/55 ± 0 vs 43 ± 4.9, p < 0.001) and time to complete (minutes, mean 14.5 ± 4.9 vs 21.2 ± 3.9, p = 0.01). There was a strong correlation between A-OSATS score and time (r = -0.67, p = 0.005). For the initial assessment, there was no significant difference in mean A-OSATS score between anastomoses that leaked and those that did not leak (137.3 ± 14.5 vs 150.1 ± 11.2, p = 0.098), but on repeat assessment, intact anastomoses had a higher mean A-OSATS sewing sub-score than those that leaked (52.2 ± 4.7 vs 39 ± 3.5, p = 0.007). There was no significant difference between initial A-OSATS score and repeat score (p = 0.14)., Conclusions: We provide extrapolative validity evidence for the A-OSATS instrument by comparing A-OSATS score to time to sew, provocative leak test, and discrimination between PGY-4s and PGY-5s. Generalizability validity evidence is provided by test-retest reliability. Further refinement is needed for the A-OSATS tool to be used for high-stakes entrustment decisions in resident-performed robotic ileocolic anastomoses., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Objective: To describe a novel technique, the "Versius variation," that enables trainee surgeons to actively participate in robotic surgery by controlling the camera and assistant arm at the robotic console while the primary surgeon performs a traditional laparoscopic operation., Design: This is a descriptive study of a hybrid Laparo-robotic technique that integrates robotic training into conventional laparoscopic surgery., Setting: The study was conducted at the Sydney Women's Endosurgery Centre (SWEC)., Participants: The participants include trainee surgeons learning the choreography of robotic surgery in a supervised setting., Results: The "Versius variation" allows trainee surgeons to become familiar with robotic controls and the absence of haptic feedback in a safe environment while maintaining active involvement in the surgery, which aids in their progression to the role of primary surgeon., Conclusions: The "Versius variation" offers a valuable method for training junior surgeons in robotic techniques, bridging the gap between observation and primary surgical responsibility, and facilitating the development of essential surgical skills., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

The Challenge: A basic science curriculum is foundational to surgical training. However, engagement in, and satisfaction with, standard lectures is notoriously poor and antithetical to adult education principles., The Tool: We developed a worksheet-based delivery system to improve participation and engagement in basic science., Methods: The SCORE curriculum objectives were used to create interactive worksheets that could be filled out in advance and were reviewed as a group during protected education time. All PGY levels in our community-based academically affiliated program participated (19 residents total). The worksheets were created by a resident in her research year and vetted by the attending moderating each session. The same amount of time allotted for our former basic science lectures was used for worksheet review as a group. The frequency of active resident participation was recorded before and after implementing the worksheet-based curriculum. A survey was created to determine resident satisfaction with the curriculum and was sent out before and after the implementation of the new curriculum. Mean resident survey scores with lecture-based and worksheet-based curriculum were compared utilizing paired t-tests., Results: Fourteen residents responded to the survey. With the lecture-based format, active participation was noted 30% of the time or less. With the worksheet-based format, engagement increased to 100% of the time. Additionally, there was a statistically significant increase in the resident opinion of the utility of the sessions, congruence with their learning style, and improvement in knowledge. About 64% of the residents who completed the survey either "always" or "sometimes" completed the worksheets ahead of time and 92% of the residents who completed the worksheets ahead of time felt like it allowed them to increase their engagement in didactics., Conclusions: Engagement is a core tenet of adult education and changing from lectures to worksheets in the delivery of basic science capitalizes on this concept, leading to increased resident satisfaction. This initiative is easily translatable to any type of residency program and can be completed within the currently allotted timeframe for the basic science conference., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: Electronic medical records (EMRs) have streamlined workflows for health care professionals, yet their full potential is not always actualized. Modern EMRs are often capable of generating automated prepopulated inpatient lists, however if these capabilities are not made available to inpatient teams or not designed with the end user in mind, resident physicians may be left to create alternative, manual solutions to ensure reliable and efficient care. The purpose of the current study was to longitudinally compare the impact of both manual and automated inpatient lists on resident education, wellness, and patient safety., Design: Retrospective standardized surveys were administered to resident physicians in the orthopedic surgery department at a level I trauma center over a 3-year period to evaluate the impact of various automated and manual list iterations coinciding with changes to the EMR. Data collected included post graduate year (PGY) status, arrival time to work, daily time spent preparing and updating the list, perceived impact on patient safety, resident workload, education, and sleep. We compared manual versus automated list data with unpaired t-tests and chi-squared tests., Setting: The study was conducted at Brooke Army Medical Center, a level 1 trauma center in San Antonio, Texas. It is an Academic Medical Center and the Department of Defense's largest medical facility., Participants: A total of 71 surveys were collected from 33 orthopedic surgery residents in all levels of training., Results: Intern list prep time in the morning was 27 ± 16 minutes for the automated list (n = 17) vs 72 ± 21 minutes for the manual lists (n = 23) (p < 0.0001). Total time spent by interns updating the list for the entire day was on average 83 minutes for the automated list (n = 17) vs 196 minutes for the manual lists (n = 23) (p < 0.0001). In addition, 86% of interns felt the time spent on the manual list impacted their education, with 96% stating that it directly impacted the amount of time they had to study and 100% agreed that it negatively impacted their sleep (n = 23). Only 48% of interns (n = 23) were satisfied with the performance of the manual lists compared to 94% satisfaction (n = 17) with the automated list. Further, 87% of interns felt the manual list negatively impacted patient care and negatively affected their job satisfaction. In comparison, 59% of interns felt the automated list improved their job satisfaction. Ultimately, for an intern an automated list versus a manual list affords them an extra 106 minutes per day for education, sleep, or other activities. PGY2 residents and above noted similar trends regarding their experience with the lists., Conclusions: The benefits of utilizing automated inpatient lists as determined by our study are improved efficiency in the morning with less preparation and maintenance throughout the day. Additionally, with automated lists there was more perceived time for education and sleep, with improved job satisfaction. Most importantly, respondents felt that automated lists were safer for patient care when compared to manual lists. This should compel further research and efforts into improving automated EMR tracking lists in hospitals. In summary, as compared to the automated electronic medical record inpatient list, manual lists resulted in substantially more preparation time and maintenance throughout the day thereby negatively impacting resident education and quality of life, while raising concerns for patient safety., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Introduction: Simulation-based education (SBE) provides enactive experiences for learners. This project explores the utility of SBE in GUM training., Methods: Phase 1 was a qualitative survey of GUM trainees across the UK exploring their views on SBE. Phase 2 involved roll-out of SBE to new GUM trainees. Feedback was subsequently obtained., Results: Twenty-three participants were surveyed in phase 1. When asked to rate the relevance of SBE to curriculum competencies on a scale of 1 to 5 (1 = not relevant, 5 = highly relevant), the highest ratings (score ≥4) were for proctoscopy (4.1), IUD insertion (4.1), SDI removal (4.1), SDI insertion (4.0), and punch biopsy (4.0). All curriculum items scored ≥3. Eighty-three percent ( n = 19) felt SBE will improve clinician confidence and competence. Following introduction of SBE, participants fed back on the relevance of the session. All 5 respondents rated the session ≥4 for addressing their clinical and curriculum goals. All respondents rated the session ≥4 for improving clinician confidence and competence. The session received an overall rating of 5, and respondents similarly rated 5 for more sessions., Conclusion: Trainees recognise the value of simulated learning experiences and its role in improving procedural competence and addressing bespoke human factor skills relevant to GUM., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Objective: Surgical resident schedules are demanding. Despite ACGME requirements that residents be able to attend personal appointments, many residents put off essential health tasks due to work hours. We designed a method for surgical residents to request a "flex" or personal day utilizing an online system for requesting and tracking., Design: Residents were given 5 days to use during 1 academic year. A float rotation was implemented to cover scheduled absences. We conducted an anonymous REDCap survey pre and postimplementation regarding resident ability to attend personal appointments and wellbeing. The results of these surveys were compared using descriptive statistics, t-test, and chi-square testing., Setting: Single large academic training institution., Participants: Sixty general surgery residents., Results: Over 9 months, we scheduled 195 flex days and 91% of residents had used the program. The most common uses were travel, time with family/friends, and attending personal health appointments Postimplementation, of residents who needed an appointment, an increased percentage attended a physician (92% vs. 71%, p 0.02), dental (94% vs. 65%, p < 0.01) or mental health (96% vs. 64%, p < 0.01) appointment. A decreased percentage delayed a necessary appointment due to work hours (45% vs. 19.5%, p 0.01), 94% reported improved schedule control, and 100% believed the program was important for wellbeing. When comparing Mayo Wellbeing Index scores pre and postimplementation there was a decrease in the number of trainees reporting high distress (18.8% vs. 29.3%, p 0.03). Postimplementation, our program noted an 80% decrease in the number of duty hours violations (16 vs. 3 violations) and a 12% increase in compliance with the ACGME survey for ability to attend personal appointments., Conclusion: "Flex" days offer surgical residents improved schedule control and the ability to schedule essential personal appointments. They are feasible, even within large training programs, with significant uptake in our sample., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Objective: Traditional options for unmatched applicants in urology include pursuing a research fellowship or completing a preliminary general surgery training year. We aimed to create a novel urology-focused preliminary curriculum., Design: The general surgery program commits three preliminary positions for urology-focused interns. These interns complete six months of urology rotations and six months of general surgery rotations. Additionally, they are paired with a urology faculty member to participate in a longitudinal coaching and mentorship program., Setting: The curriculum is situated within a Department of Surgery, which includes the Division of Urology, at one academic institution., Participants: Eight residents have completed the urology-focused preliminary curriculum in three academic years (2022-2023)., Results: Six residents have obtained categorical urology positions. Four matched via the American Urological Association Urology Match into a post-graduate year 1 (PGY1) position, and two matched outside of a formal matching process into a PGY2 position., Conclusion: This urology-focused preliminary curriculum presents a novel strategy to address the growing number of unmatched applicants in competitive surgical subspecialties such as urology., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: Concerns exist about clinical and operative skill decay in surgery residents when they dedicate time away from clinical training to pursue research. However, it remains undetermined how to best prevent these negative impacts. Our study evaluated the perspectives of surgical research residents on interventions to improve their reentry into clinical training., Design, Setting, and Participants: An anonymous web-based survey was distributed between 5/01/2023 and 6/01/2023 to 102 current and former (within the previous 3 years) general surgery research residents from 4 academic medical centers in Boston, MA., Results: Survey response rate was 35.3% (36/102 residents). About 22 of 36 residents (61.1%) felt that their clinical aptitude decreased during the research years, whereas 33 of 36 (91.7%) reported reduced surgical skills. When reflecting on their re-entry to residency, former research residents reported feeling anxious and less confident (3.84/5 on a 1-5 Likert scale) as well as being below the expected level of clinical performance (3.42/5). Most of them (12 of 17; 70.6%) reported that it took up to 6 months, whereas 5 of them (29.4%) up to 12 months to feel at the expected level. When compared to nonmoonlighting residents, those who moonlighted often and operated during moonlighting, denied a decrease in clinical and surgical skills, and reported less anxiety, higher confidence, and a quicker return to the expected level of performance. Interventions proposed for improving their clinical re-entry included individualized development plans for 3 months before returning to clinical training, established curriculum for clinical work throughout the research years, clinical preceptorships throughout the research years, and simulation curriculum throughout the research years., Conclusions: General surgery residents feel that their clinical and surgical skills decreased during the research years, leading to anxiety and lack of confidence when returning to residency. Therefore, comprehensive interventions are needed to improve the reentry of the research residents into clinical training., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Objective: Following the transition to virtual interviews in 2021, interviewees began receiving gifts as a recruitment strategy in lieu of the preinterview dinner. This study characterizes quantity, type, and frequency of gift receipt in relation to program perception and ranking., Design: An anonymous survey study was conducted. Variables included demographics, interview modality, gift type, frequency of gift receipt, monetary value, and changes in program perception and ranking. Descriptive analyses and Pearson's chi-square testing were performed., Setting: Single institution with a medium to large general surgery program size., Participants: All general surgery residents at the single institution without exclusion., Results: About 25 residents responded (60% response). Two respondents (8%) participated in both in-person (IPIs) and virtual interviews (VIs). About 72% (n = 18) participated in VIs, 36% (n = 9) IPIs. About 68% matched in 2021 or later. Overall, 76% received a gift during interviews. 100% of IPIs received a gift, while 67% of VIs received a gift. 88.9% of IPIs received a meal. VIs received: meal shared (28.6%), meal not shared (14.3%), food-specific gift card (28.6%), other food items (21.4%), or other (7.1%). About 66.7% of IPIs (n = 6) reported 76% to100% of programs offered a meal, whereas no VIs reported 76% to 100% of programs offering (p = 0.0002). VIs were less likely to have a shared meal experience (p = 0.017). About 55.5% of IPIs and VIs received nonfood gifts. Residents' perception of a program's interest, resources, and ranking of the program were not significantly different based on gifting., Conclusion: Virtual interviews introduced heterogeneity in the receipt of gifts. The impact of a variable gifting experience is uncertain but raises concern for a potential new source of bias in the recruitment process., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Purpose: Medical education initiatives incorporate arts and humanities (AHs) to foster physician competence and professionalism. However, the full potential of these initiatives is unclear. A recent conceptual framework attempts to clarify this potential but was constructed primarily from undergraduate medical education studies. To explore AH instruction in graduate medical education (GME), the authors asked: What is the potential of a longitudinal curriculum incorporating AHs for the personal and professional development of internal medicine interns throughout the intern year?, Method: From September 2021 to June 2022, 14 internal medicine interns at a large internal medical residency program participated in a longitudinal qualitative study, recording longitudinal audio-diaries (LADs) and participating in semistructured interviews. The LAD response rate was 91%, and the interview completion rate was 96%. The authors identified 3 themes that reflected shared meaning on the transformative potential of AHs: reclaiming personal sense of self, building community, and surfacing empathy. They constructed stories from 2 interns whose trajectories resonated most with AH instruction's potential for personal and professional development., Results: Interns valued the abstract over the concrete benefits of AHs. Interns detailed valuable abstract benefits, with reclaiming sense of self, building community, and surfacing empathy apparent across time, pointing to long-term effects of AH interventions. The intern stories revealed a steady appreciation for AHs and difficulty with the practical utility of AHs midyear before a return to recognition of its value by year's end., Conclusions: Despite varying AHs experience levels, interns consistently appreciated AH instruction. These findings extend a prior conceptual model to a GME population by highlighting AH instruction's potential for reclaiming interns' senses of self, building community, and surfacing empathy. Future curricula can leverage this ability to create meaningful connections with one's purpose, peers, and patients to maximize the potential of AH instruction for GME learners., (Copyright © 2024 the Association of American Medical Colleges.)

Background: Cardiothoracic surgical trainees perceive a need for more instruction and exposure to robotic-assisted thoracoscopic surgery during their training. We sought to assess use and trainee exposure to robotic surgery in thoracic residency programs to identify areas for improvement., Methods: A voluntary electronic survey of 10 questions was distributed to surgeons working in all thoracic surgery residency programs in the United States. The survey asked respondents to provide the size of the residency, the availability and use of robots, and the trainee's adoption of robotic surgery in their practice after graduation. Multivariable logistic regression was performed., Results: Of a total of 76 cardiothoracic surgery training programs, surgeons from 69 training programs (90.8%) completed the survey. Most pulmonary lobectomy was performed using robotic surgery (55%). Approximately half of the training programs (35 of 69) have a formal robotic curriculum for the residents. Of 121 thoracic track trainees, 118 (97.5%) performed robotic surgery as part of their practice, whereas 62 of 110 (56.4%) cardiothoracic track and 16 of 158 (10.1%) cardiac track trainees performed robotic surgery. In a multivariate analysis, the adoption of robotic surgery was associated with having an established robotic training curriculum (odds ratio, 5.82; 95% CI, 1.32-35.7) and a larger training program (odds ratio, 3.78; 95% CI, 1.34-10.6)., Conclusions: A disparity exists in robotic surgical training among the training programs. A standardized curriculum and formal case requirements may be needed to ensure optimal preparation for future graduates., Competing Interests: Disclosures Samuel Kim reports a relationship with Intuitive Surgical Inc that includes: speaking and lecture fees and with Intuitive Foundation that includes: speaking. Brian Mitzman reports a relationship with Intuitive Surgical Inc that includes: speaking and lecture fees. Natalie Lui reports a relationship with Intuitive Surgical Inc that includes: speaking and lecture fees; and with Centese that includes: research support. Natalie S. Lui and Samuel S. Kim disclose research support from the Intuitive Foundation. Stephen Yang reports a relationship with Intuitive Surgical Inc that includes: speaking and lecture fees. Manu Sancheti reports a relationship with Intuitive Surgical Inc that includes: speaking and lecture fees. Desmond D’Souza reports a relationship with Intuitive Surgical Inc that includes: speaking and lecture fees. The other authors have no conflicts of interest to disclose., (Copyright © 2024 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.)

Background: The lower clinical exposure of Pediatric Emergency Medicine (PEM) fellows to critical procedures may impede skill acquisition. We sought to determine the tracheal intubation learning curve of PEM fellows during training and compared PEM fellow success against standards for tracheal intubation success., Methods: This was a retrospective, video-based study of a cohort of PEM fellows at a single academic pediatric emergency department (PED). All forms of tracheal intubation were included (rapid sequence intubation and crash or no medication). The cohort consisted of 36 PEM fellows from all or part of 5 consecutive fellowship classes. Data were collected by structured review of both existing ceiling-mounted videos and the electronic medical record. The main outcome was PEM fellows' success on the first or second attempt. We used cumulative summation to generate tracheal intubation learning curves. We specifically assessed the proportion of PEM fellows who reached 1 of 4 thresholds for procedural performance: 90% and 80% predicted success on the first and the first or second attempt., Results: From July 2014 to June 2020, there were 610 patient encounters with at least 1 attempt at tracheal intubation. The 36 PEM fellows performed at least 1 attempt at tracheal intubation for 414 ED patient encounters (65%). Median patient age was 2.1 years (interquartile range, 0.4-8.1). The PEM fellows were successful on the first attempt for 276 patients (67%) and on the first or second attempt for 337 (81%). None of the 36 PEM fellows reached the 90% threshold for either first or second attempt success. Four fellows (11%) met the 80% threshold for first attempt success and 11 (31%) met the 80% threshold for first or second attempt success., Conclusions: Despite performing the majority of attempts, PEM fellows often failed to reach the standard thresholds for performance of tracheal intubation. Clinical exposure alone is too low to ensure acquisition of airway skills., Competing Interests: Disclosure: The authors declare no conflict of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: Entrustable Professional Activities (EPAs) have emerged as a valuable tool in medical education, enabling the assessment of trainee competence in a real-world context. Despite its growing popularity in other medical specialties, the use of EPAs in pediatric surgery is still relatively new., Methods: This article provides an overview of the development and application of EPAs in pediatric surgery. The key concepts and principles of EPAs, including the historical development and current implementation in other medical specialties, will also be reviewed. Definition of pediatric surgery EPAs, advantages, and challenges of implementing EPAs in pediatric surgery, and the evidence supporting the use of EPAs in pediatric surgical training will also be examined., Results: The use of EPAs in pediatric surgery has shown promise in providing a comprehensive and standardized approach to assessing trainee competence. By focusing on the essential tasks and responsibilities of a pediatric surgeon, EPAs can provide a framework for measuring trainee progress and ensuring that they possess the necessary skills to perform their duties independently. Challenges in implementing EPAs in pediatric surgery include the need for consensus on the definition and scope of EPAs, as well as the establishment of appropriate assessment and evaluation tools., Conclusion: The use of EPAs in pediatric surgery education and training has the potential to enhance the training and ultimately the quality of care delivered to pediatric surgical patients. The development of appropriate assessment and evaluation tools and frameworks will be crucial in implementing EPAs effectively in this field., Type of Study: Review., Competing Interests: Conflict of interest This work is from the Pediatric Surgery Board of the American Board of Surgery., (Published by Elsevier Inc.)

Objective: Children of caregivers with limited health literacy are at risk of poorer health outcomes. Thus, health literacy-informed communication tools are critical to achieving a more equitable health system. However, there is no agreement on the health literacy skills pediatric residents should attain. We used Delphi methodology to establish consensus on health literacy objectives to inform development of a pediatric resident curriculum., Methods: Our Delphi panel participated in three rounds of anonymous surveys to rank the importance of health literacy objectives in pediatric resident education. Consensus was defined as ≥70% of panelists identifying an objective as essential or 100% agreeing an objective was recommended or essential., Results: Thirteen pediatric health literacy experts comprised a racially, geographically, and professionally-diverse panel. After three survey rounds, 27 of the initial 65 objectives met consensus. All final objectives aligned with Accreditation Council for Graduate Medical Education (ACGME) core competencies., Conclusions: A panel of pediatric health literacy experts established consensus on health literacy objectives specific to pediatric resident training. These prioritized objectives align with ACGME core competencies, as well as evidence-based strategies like teach-back, and newer considerations like addressing organizational health literacy. They should inform future health literacy curricula and assessment within pediatric residency programs., Competing Interests: Declaration of Competing Interest Authors have no declarations of interest to disclose., (Copyright © 2024 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.)

This article describes the development and assessment of a neuroimaging curriculum for neonatology fellows. The curriculum is focused on topics that are relevant to the practice of neonatology and employs contemporary teaching methods, such as flipped classroom, learner engagement, and spaced repetition. Since its implementation 2018 the curriculum has been appreciated by our trainees and demonstrated improvements in trainee knowledge., Competing Interests: Declaration of competing interest The authors declare no conflicts of interest related to the content of this article., (Copyright © 2024 Elsevier Inc. All rights reserved.)

The replacement of the ABR in-person oral examination with the DR certifying examination affected approximately 15,000 radiologists, spanning from 2013 to 2027. This decision was motivated by better aligning with the timing of other American Board of Medical Specialty (ABMS) members, more closely reflecting real-world practice of radiology and narrowing training geared towards the trainee's subspecialty preference. However, in retrospect, this change may have subtracted from the quality and value of diagnostic radiology training as a whole with the de-emphasis on competence in general radiology, communication skills, and cognitive reasoning. In this paper, the authors lay out a blueprint necessary in order to rewind the clock of how diagnostic radiology programs can prepare their trainees for the new DR oral examination. Such a change will require substantial redactions affecting all designations, including radiology faculty, education teams, departmental leadership, academic institutions, ACGME, and ABR. The authors believe that implementing these modifications will not only effectively equip radiology candidates for the new DR oral examination but will also augment the significance of radiologists as indispensable members of multidisciplinary teams. The authors also outline the challenges that could emerge from these changes and speculate on the anticipated role of AI in future oral board examinations., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.)

Letters of recommendation (LORs) play an important role in applicant selection for graduate medical education programs. LORs may be of increasing importance in the evaluation of applicants given the recent change of the USMLE Step 1 to pass/fail scoring and the relative lack of other objective measures by which to differentiate and stratify applicants. Narrative letters of recommendation (NLORs), although widely used, have certain limitations, namely variability in interpretation, introduction of gender/race bias, and performance inflation. Standardized letters of recommendation (SLOR) have been proposed as a potential corrective to these limitations. We conducted a series of semi-structured interviews and focus groups to gather perspectives from letter writers and readers to inform methods for improving information elicited by SLORs from which we collected and analyzed data using the constant comparative method and a process of iterative coding. We applied our findings to the development of a novel SLOR for use in surgical residency program applications and were subsequently invited to help revise existing SLORs for a surgical post-graduate training program., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Introduction: Digital education tools are a cornerstone in the evolution to CBME through EPAs. Successful implementation requires understanding the variable impacts of EHR-driven delivery of EPAs, flexible digital device access to EPAs, and user-behavior trends., Methods: Through a HIPAA compliant, flexible-device accessible, surgical education platform, general surgery training programs at 21 institutions collected EPA from July 2023 to April 2024. At 5 EHR-integrated institutions (EHR+), EPA were created for clinical activities based on the OR schedule, automatically pushed to attendings and residents with built in completion reminders. At 16 institutions without EHR integration (EHR-), EPA were initiated manually. To improve user experience, care phases were bundled (cEPA). We compared the EHR+ and EHR- groups, computing descriptive statistics on the cEPAs completed and user behavior metrics., Results: We collected 4187 cEPAs in total, with 82% at EHR+ institutions and 18% at EHR- institutions. Platform triggering dramatically drove cEPA completion for both faculty and residents, 88% and 81%, respectively. Only 3% were initiated by the faculty or resident. Faculty at EHR+ institutions strongly preferred the automated OR-triggered workflow to start their EPAs (Chi-squared test, p ≈ 0). Faculty completed all 3 care phases nearly 80% of the time. Time reminders specifically drive EPA completion for residents and faculty on weekdays and build habits on weekends. 71% of cEPAs completed were by computer, and 29% by phone. More comments were provided when computers were used. Residents reviewed feedback with a median lag of 1 hour and 29 min after results were available., Conclusions: EHR-driven delivery of EPA leads to a 4.6-fold increase in EPAs completed. EPA initiation is the most critical phase in the workflow and EHR-data driven alerts drive this action. These alerts are also effective drivers of habit formation. Flexible device access is important to increase EPAs completed and improve the usefulness through comments for residents., (Copyright © 2024 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.)

Competing Interests: Declaration of competing interest Dr Danielle Wilson has no financial conflicts of interests to disclose. Dr Rana M Higgins is a Speaker/Teacher for WL Gore and Intuitive Surgical. The above financial conflicts have no influence on the work presented in this commentary.

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 ​= ​0.41), while 52% of female residents believed operative training was affected by gender (p ​= ​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., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Rationale and Objectives: The objective of this study was to evaluate the effectiveness of a pilot artificial intelligence (AI) certificate program in aiding radiology trainees to develop an understanding of the evolving role and application of artificial intelligence in radiology. A secondary objective was set to determine the background of residents that would most benefit from such training., Materials and Methods: This was a prospective pilot study involving 42 radiology residents at two separate residency programs who participated in the Radiological Society of North America Imaging AI Foundational Certificate course over a four-month period. The course consisted of 6 online modules that contained didactic lectures followed by end-of-module quizzes to assess knowledge gained from these lectures. Pre- and post-course assessments were conducted to evaluate the residents' knowledge and skills in AI. Additionally, a post-course survey was performed to assess participants' overall satisfaction with the course., Results: All participating residents completed the certificate program. The mean pre-course assessment score was 37 %, which increased to 73 % after completing the modules (p < 0.001). 74 % (31/42) endorsed the belief the course improved familiarity with artificial intelligence in radiology. Residency program, residency year, and reported prior familiarity with AI were not found to influence pre-course score, post-course score, nor score improvement. 57 % (24/42) endorsed interest in pursuing further certification in AI., Conclusion: Our pilot study suggests that a certificate course can effectively enhance the knowledge and skills of radiology residents in the application of AI in radiology. The benefits of such a course can be found regardless of program, resident year, and self-reported prior resident understanding of radiology in AI., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.)

The purpose of this AM Last Page is to help faculty and postgraduate medical trainees (residents) identify resident teaching opportunities and foster teaching skill development. The Fundamental Teaching Activities (FTA) framework1 includes three domains in which physicians teach: Clinical Preceptor; Teacher Outside the Clinical Setting; and Educational Leader., (Copyright © 2024 the Association of American Medical Colleges.)

Unlabelled: Digital transformation has disrupted many industries but is yet to revolutionize health care. Educational programs must be aligned with the reality that goes beyond developing individuals in their own professions, professionals wishing to make an impact in digital health will need a multidisciplinary understanding of how business models, organizational processes, stakeholder relationships, and workforce dynamics across the health care ecosystem may be disrupted by digital health technology. This paper describes the redesign of an existing postgraduate program, ensuring that core digital health content is relevant, pedagogically sound, and evidence-based, and that the program provides learning and practical application of concepts of the digital transformation of health. Existing subjects were mapped to the American Medical Informatics Association Clinical Informatics Core Competencies, followed by consultation with leadership to further identify gaps or opportunities to revise the course structure. New additions of core and elective subjects were proposed to align with the competencies. Suitable electives were chosen based on stakeholder feedback and a review of subjects in fields relevant to digital transformation of health. The program was revised with a new title, course overview, course intended learning outcomes, reorganizing of core subjects, and approval of new electives, adding to a suite of professional development offerings and forming a structured pathway to further qualification. Programs in digital health must move beyond purely informatics-based competencies toward enabling transformational change. Postgraduate program development in this field is possible within a short time frame with the use of established competency frameworks and expert and student consultation., (© Michelle Mun, Sonia Chanchlani, Kayley Lyons, Kathleen Gray. Originally published in JMIR Medical Education (https://mededu.jmir.org).)

Objective: In this study, we sought to comprehensively evaluate GPT-4 (Generative Pre-trained Transformer)'s performance on the 2022 American Board of Family Medicine's (ABFM) In-Training Examination (ITE), compared with its predecessor, GPT-3.5, and the national family residents' performance on the same examination., Methods: We utilized both quantitative and qualitative analyses. First, a quantitative analysis was employed to evaluate the model's performance metrics using zero-shot prompt (where only examination questions were provided without any additional information). After this, qualitative analysis was executed to understand the nature of the model's responses, the depth of its medical knowledge, and its ability to comprehend contextual or new information through chain-of-thoughts prompts (interactive conversation) with the model., Results: This study demonstrated that GPT-4 made significant improvement in accuracy compared with GPT-3.5 over a 4-month interval between their respective release dates. The correct percentage with zero-shot prompt increased from 56% to 84%, which translates to a scaled score growth from 280 to 690, a 410-point increase. Most notably, further chain-of-thought investigation revealed GPT-4's ability to integrate new information and make self-correction when needed., Conclusions: In this study, GPT-4 has demonstrated notably high accuracy, as well as rapid reading and learning capabilities. These results are consistent with previous research indicating GPT-4's significant potential to assist in clinical decision making. Furthermore, the study highlights the essential role of physicians' critical thinking and lifelong learning skills, particularly evident through the analysis of GPT-4's incorrect responses. This emphasizes the indispensable human element in effectively implementing and using AI technologies in medical settings., Competing Interests: Conflict of interest: None., (© Copyright by the American Board of Family Medicine.)

Introduction: Empathy, reflection, and social connectedness are important skills for physician identity development and are increasingly challenged by burnout. Humanities-based interventions like narrative medicine (NM) are emerging in medical education to promote these skills. Only 17% of such initiatives target graduate medical learners. Furthermore, interventions are inconsistent in approach and theory representation. NM uses story-based learning to promote reflection and group discussion. Inspired by narrative learning theory, we developed NM sessions for residents to foster healthy identity development., Methods: Ninety-minute sessions were integrated into curricula for PGY 1-PGY 3 internal medicine-primary care residents at two large academic centers. Sessions involved engagement with a narrative source (stories, poems, art), personal reflection, and group discussion. Topics ranged from burnout to difficult patients. Participants completed anonymous postsession surveys assessing satisfaction, attitudes, and skills., Results: Fifteen sessions occurred from 2021 to 2023, with three to 10 residents per session. Fifty residents completed between one and four sessions, with 68 survey responses (response rate: 88%). Over 95% ranked 4-5 out of 5 for overall impression ( n = 67) and personal value ( n = 65) of sessions. Sessions were highly enjoyable ( M = 4.8), with mean scores of >4 out of 5 for impact on wellness, appreciation of work values, social connectedness, and patient care., Discussion: NM sessions demonstrated measurable improvements in several domains of professional performance including wellness, job satisfaction, and patient care, while promoting camaraderie and emotion processing. Our materials offer tremendous potential for promoting healthy identity formation., (© 2024 Silver and Hussain.)