An Analysis of Diversity Statements and Support of Special Interest Societies by General Surgery Residency Programs.

OBJECTIVE: The purpose of this study was to characterize the nondiscrimination and diversity, equity, and inclusion (DEI) statements found on the websites of general surgery residency programs, as well as to measure programmatic commitment to diversity through their involvement with special interest surgical societies (SISS). DESIGN: The authors evaluated the relationship between DEI statements and SISS participation, and performed a natural language processing analysis of general surgery residency DEI statements. SETTING: The residency program websites from 319 non-military general surgery residency programs within the United States were analyzed. PARTICIPANTS: This study evaluated the DEI statement and SISS participation in general surgery residency programs. RESULTS: Of the 319 general surgery residency websites reviewed, 127 (39.8%) featured an identifiable statement of nondiscrimination or commitment to diversity. Compared to programs without diversity statements, programs with statements were more likely to be involved with special interest surgical societies (53.5% vs 30.7%, p < 0.001). Natural language processing analysis revealed that the diversity statements of programs with SISS involvement had higher word counts (p = 0.001), higher clout scores (measure of confidence conveyed, p = 0.001), and higher positive tone scores (p = 0.006) compared with the statements of those without special interest society involvement. CONCLUSIONS: In the era of virtual interviewing, applicants are forced to rely heavily on surgery residency websites as their main source of information. Less than 40% of programs participating in the Match in 2022 feature diversity statements on their websites. Programs with some degree of involvement with special interest societies were more likely to have statements that score higher in confidence and positivity in natural language processing analysis, which may potentially reflect a more earnest commitment to diversity, equity, and inclusion. Residency programs should continue to improve the visibility of their DEI efforts to recruit a diverse resident class.

Standardized oral examinations allow for assessment of medical student clinical knowledge and decrease racial grading differences in a surgery clerkship.

BACKGROUND: Oral examinations are not consistently included in third-year medical student clerkships. When included, they are often unstructured, leaving room for variations in difficulty or scoring. Previous research has demonstrated differences in clinical grade achievement, with underrepresented in medicine students receiving significantly lower grades than White students. METHODS: We designed a structured oral examination for third-year medical students on the surgery clerkship. Students completed 2 oral examination scenarios and were evaluated on their ability to complete a history and diagnostic workup, interpret laboratory and imaging results, and devise a treatment plan. Scores from our examination were compared to previous, unstructured oral examination scores and to student demographics. Students and faculty were surveyed regarding their experience. RESULTS: Third-year medical students demonstrated strong knowledge of multiple surgical diseases. The greatest number of errors occurred in treatment planning (P < .001). Third-year medical students receiving honors clerkship grades achieved higher percentages of correct items on their oral examination. (94.8% vs 90.4%) (P = .02). Evaluation of prior unstructured oral examinations found underrepresented in medicine students received lower scores than White students (P = .04). After implementation of our structured examination, no difference was seen between the scores of underrepresented in medicine and White students (P = .99). CONCLUSION: We implemented a standardized oral examination for third-year medical students on the surgery clerkship with student and faculty satisfaction and demonstrated the ability to determine domains of knowledge weakness. The application of our structured oral examination helped to address nonspecific grading practices and eliminate oral examination grade differences between underrepresented in medicine and White students.

Meet your surgical team: The impact of a resident-led quality improvement project on patient satisfaction.

BACKGROUND: Patients often have an incomplete understanding of the levels of training and roles of the various surgical providers in teaching hospitals, leading to patient confusion and dissatisfaction. METHODS: Pre-intervention discharge surveys were administered to gastrointestinal surgery inpatients (10/2016-02/2017) to evaluate sentiments regarding their surgical team. During the intervention period (02/2017-05/2017), patients at admission received "facesheets" containing team member profiles, photos, training level, and roles. These patients were evaluated using the survey, and pre- and post-intervention scores compared. RESULTS: 153 pre- and 100 post-intervention surveys were collected. There was a significant increase in patients reporting it was important to know the surgical team members and that they knew team member roles (p ≤ 0.05). Scores in every domain of the satisfaction survey improved in the post-intervention period, although not reaching statistical significance. CONCLUSIONS: Improving how patients perceive their interactions with their surgical team has implications on patient satisfaction and hospital quality metrics.

Graduating Students' and Surgery Program Directors' Views of the Association of American Medical Colleges Core Entrustable Professional Activities for Entering Residency: Where are the Gaps?

OBJECTIVE: Residency program directors have increasingly expressed concern about the preparedness of some medical school graduates for residency training. The Association of American Medical Colleges recently defined 13 core entrustable professional activities (EPAs) for entering residency that residents should be able to perform without direct supervision on the first day of training. It is not known how students' perception of their competency with these activities compares with that of surgery program directors'. DESIGN: Cross-sectional survey. SETTING: All surgery training programs in the United States. PARTICIPANTS: All program directors (PDs) in the Association of Program Directors in Surgery (APDS) database (n = 222) were invited to participate in an electronic survey, and 119 complete responses were received (53.6%). Among the respondents, 83% were men and 35.2% represented community hospital programs. PDs' responses were compared with questions asking students to rate their confidence in performance of each EPA from the Association of American Medical Colleges Graduation Questionnaire (95% response). RESULTS: PDs rated their confidence in residents' performance without direct supervision for every EPA significantly lower when compared with the rating by graduating students. Although PDs' ratings continued to be lower than students' ratings, PDs from academic programs (those associated with a medical school) gave higher ratings than those from community programs. PDs generally ranked all 13 EPAs as important to being a trustworthy physician. PDs from programs without preliminary residents gave higher ratings for confidence with EPA performance as compared with PDs with preliminary residents. Among PDs with preliminary residents, there were equal numbers of those who agreed and those who disagreed that there are no identifiable differences between categorical and preliminary residents (42.7% and 41.8%, respectively). CONCLUSIONS: A large gap exists between confidence in performance of the 13 core EPAs for entering residency without direct supervision for graduating medical students and surgery program directors. Both the groups identified several key areas for improvement that may be addressed by medical school curricular interventions or expanding surgical boot camps in hopes to improve resident performance and patient safety.

Duty hours and perceived competence in surgery: are interns ready?

BACKGROUND: A fundamental shift in the structure of many surgical training programs has occurred after the July 2011 rule changes. Our intern didactic program was intensified in 2011 with targeted lectures, laboratories, and clinical cases as well as direct supervision until competency was achieved for basic clinical problems. We sought to compare interns' perceived preparedness throughout and at the end of the academic years before and after July 2011. MATERIALS AND METHODS: Intern perceptions of preparedness to manage common clinical scenarios and perform procedures in general surgery were serially surveyed in academic years ending in 2011 and 2012 based on the Residency Review Committee supervision guidelines. RESULTS: Interns felt less prepared across all measured domains from 2011-2012. Interns felt significantly less prepared to manage hypotension (3.00/4 points to 2.67/4 points; P=0.04), place a tube thoracostomy (2.45/4 points to 1.92/4 points; P=0.04), or perform an inguinal hernia repair (1.91/4 points to 0.92/4 points; P=0.01) without supervision. Interns were also significantly less likely to agree that they were able to gain clinical skills based on experience (4.31/5 points versus 4.15/5 points; P=0.02). Longitudinal analysis throughout internship demonstrated improved preparedness to manage common clinical problems and perform procedures between the second and the fifth months of internship. CONCLUSIONS: First-year residents after July 2011 felt less prepared in the topics surveyed than those before July 2011. Interns made the greatest gains in preparedness between months 2 and 5, suggesting that despite planned interventions, no substitute currently exists for actual clinical experience. Planned educational interventions to improve intern preparedness are also indicated.

Multifaceted longitudinal study of surgical resident education, quality of life, and patient care before and after July 2011.

OBJECTIVES: Resident duty-hour regulatory changes in July 2011 led to dramatic modifications in the structure of many surgical training programs in the United States. These changes were hypothesized to have effects on the quality of life and education of residents, and the patient care they deliver. Our study aims to measure changes in these domains among junior and senior residents before and after implementation of the latest regulations. DESIGN: Longitudinal cohort study comparing objective and subjective metrics of education, patient care, and quality of life among all surgical residents at one institution. SETTING: Tertiary academic medical center. PARTICIPANTS: All residents in the Department of Surgery over 2 years (n = 97) were included. The included electronic survey had 30 and 36 responses in 2011 and 2012, respectively (overall 68% response rate). RESULTS: Operative cases increased for residents at all postgraduate year levels. No significant differences in in-training examination scores were observed. Comparison of subjective data from the program evaluation and developed survey revealed a significant decrease in perception of resident clinical skill development (4.31/5 in 2011 to 4.15/5 in 2012, p = 0.02). Residents reported decreased quality of operative experiences (83% to 59%, p = 0.04), and less independence evaluating patient problems (90% to 61%, p < 0.01). Levels of burnout were high in the entire group, but decreased significantly over the study period (93% and 75% in 2011 and 2012, respectively, p = 0.05), with the largest difference seen in individuals with "high burnout" (43% and 11%, in 2011 and 2012, respectively, p < 0.01). Residents met criteria for "sleepiness" before and after the 16-hour rule implementation (68% and 67%, in 2011 and 2012, respectively, p = 0.92). CONCLUSIONS: Following the July 2011 duty-hour changes, surgical residents report a negative effect on their education, with decreased clinical skill progression and perceptions of operative experience quality and patient care independence. Improvements in quality of life metrics, including burnout, were observed.

Incidence of marginal ulcers and the use of absorbable anastomotic sutures in laparoscopic Roux-en-Y gastric bypass.

OBJECTIVES: A precipitating factor for marginal ulcer formation after Roux-en-Y gastric bypass may be the prolonged irritation by foreign material, such as nonabsorbable suture at the gastrojejunostomy. This study examines the incidence of marginal ulcers before and after a change was made from using nonabsorbable suture to using absorbable suture for the inner layer of the anastomosis. METHODS: A total of 3285 laparoscopic Roux-en-Y gastric bypass operations were performed during a 5-year period. The gastrojejunostomy technique was modified in August 2002. Those patients who developed a marginal ulcer postoperatively were identified, and their charts were retrospectively analyzed for the operative technique, patient age, history of previous gastric surgery, presence of preoperative diabetes, coronary artery disease, or peptic ulcer disease, and use of nonsteroidal anti-inflammatory medications or tobacco. RESULTS: The incidence of marginal ulceration after Roux-en-Y gastric bypass decreased significantly from 2.6% (28/1095) with the use of nonabsorbable suture to 1.3% (29/2190) after the change to absorbable suture for the inner layer of the gastrojejunal anastomosis (P < .001). The incidence of visible suture adjacent to the ulcer on endoscopy was also significantly reduced (64.3% vs 3.4%; P < .001). When the results were corrected for length of follow-up, the difference in the incidence of ulcers occurring within 1 year of surgery remained significant between the two groups (P = .002). There were no other significant differences in the factors analyzed. CONCLUSIONS: The use of nonabsorbable sutures for the inner layer of the gastrojejunal anastomosis is associated with an increased incidence of marginal ulcers, and the adoption of absorbable suture material has reduced this incidence.