If You Can See It, You Can Be It: Perceptions of Diversity in Surgery Among Under-Represented Minority High School Students.

PURPOSE: Increasing racial and ethnic diversity in the surgical workforce is essential to improving outcomes for marginalized communities. To address the persistent shortage of under-represented minority (URM) surgeons, this study assessed the impact of providing early exposure to the field of surgery on URM high school students' perceptions of pursuing surgical careers. METHODS: The Association of Women Surgeons organized a pilot 3-hour "Day in the Life" virtual event geared toward URM high school students involving suturing/knot-tying, case conferences, and mentoring activities. RESULTS: Pre- and post-event survey results from 65 participants showed that students became more familiar with surgery (p < 0.001) and perceived the field as more diverse (p = 0.017). Over 70% felt capable of becoming surgeons themselves and over 80% were interested in learning more and gaining mentorship. CONCLUSIONS: Our programming provides a model for future initiatives aimed at strengthening the pipeline of URM surgeons.

Pediatric Cranial Defects: What Size Warrants Repair?

PURPOSE: Identifying which cranial defects among children warrant surgical repair is integral to providing adequate protection of the skull whereas minimizing exposure to surgical complications. This review examines the available evidence regarding the role of defect size in determining the appropriateness of nonsurgical versus surgical management. METHODS: An electronic literature review was performed using PubMed and Google Scholar to identify publications that provided rationales for nonsurgical management of cranial defects in the pediatric population based on size. Titles and abstracts were reviewed by the authors to determine eligibility for full-text analysis. Ineligible studies were categorized and relevant data from fully analyzed texts were recorded. RESULTS: Of the 523 articles that were reviewed, 500 were ineligible for full-text analysis due to the following most common reasons: no cranial defect described (227, 45%), did not discuss management of cranial defects (68, 14%), or surgery was performed on all defects in evaluation of a technique or protocol (86, 17%). Ten publications provided relevant data. The suggested size below which surgery was not recommended varied widely between articles. Beyond the age of 1 to 2 years, no general agreement on recommended management in children was found. Craniofacial surgeons had divergent views on the minimum diameter for a "critical" defect and the size for which surgical repair is necessary. CONCLUSIONS: Little guidance or consensus exists regarding the indications for surgical correction of cranial defects based on the size of the defect. Objective data is needed to classify "clinically critical defects" in the pediatric population.

Modeling Medical Education: The Impact of Three-Dimensional Printed Models on Medical Student Education in Plastic Surgery.

PURPOSE: Trainee exposure to craniofacial pathology can be limited due to rare disease presentation, revealing a need for tools that assist in visualizing complex 3D pathologic anatomy. 3D-printed models show potential as a useful aid, allowing for physical manipulation and hands-on experience. This study investigates their educational value in teaching craniofacial pathology and surgical repair. METHODS: Forty-four medical students randomly assigned to a control group or model group were given a PowerPoint presentation-based module on craniosynostosis and surgical repair. The model group was also provided with 3D-printed models of sagittal, metopic, and bicoronal synostosis, created using patient-specific preoperative computed tomography data. A survey using the Likert scale evaluated participants' learning experience. Pre- and postmodule scores on a 10-question multiple choice quiz were recorded. RESULTS: The survey showed that students in the model group reported better understanding of the anatomy (4.86 ±â€Š0.15 versus 4.26 ±â€Š0.22; P = 0.0001) and visualization of the pathology (4.76 ±â€Š0.23 versus 4.26 ±â€Š0.25; P = 0.0064), gaining an improved understanding of surgical approach (4.38 ±â€Š0.37 versus 3.83 ±â€Š0.29; P = 0.0266), which was more effectively taught (4.24 ±â€Š0.33 versus 3.30 ±â€Š0.38; P = 0.0007) with the 3D-printed models. The mean pre- and post-module quiz scores between groups were similar. CONCLUSION: 3D-printed models demonstrated an improved learning experience for medical students as shown by survey. These findings suggest a potential use for 3D-printed models in medical education of craniofacial pathology and surgery.