The Association for Surgical Education

Impacting Surgical Education Globally

 

 

Candlelight

 

FROM RESIDENT-FOCUSED WELLNESS TO HOSPITAL-WIDE IMPACT: EXPANDING A RESIDENT-LED HEALTH FAIR
Kevin Markose MD, Lidia Castillo MD, Atene Poskute MD, Nader Sarkis MD; Wellspan York Hospital

Background: With over 20% of residents reporting depressive symptoms and physicians facing suicide rates nearly double that of the general population, residency training comes at a significant cost to the trainees’ health. These statistics highlight an urgent need for accessible wellness programs tailored to trainees. Recognizing residents’ long hours weekly in the hospital, we organized a Health Fair to bring essential health resources directly to them. Intervention: Partnering with the hospital and community, we provided services such as flu vaccinations, on-site PCP scheduling, pet therapy, Employee Assistance Program (EAP) access, yoga, gym memberships, and financial advising. Pre-registration surveys helped us identify attendee interests, while post-fair surveys provided insights for organizing the next health fair. Results: Utilizing the Wellness Passport to track attendance and booth engagement, we found that this resident-focused event also served broader hospital staff needs. Although 63 individuals pre-registered, the fair attracted nearly 200 participants, 20% of which were residents. Future Directions: The success of this event highlights the demand for accessible hospital-wide wellness initiatives. We plan to expand the fair next year to better serve all hospital staff and empower healthcare workers to prioritize their own health as they care for others.

 

 

A REFLECTION OF DATA FROM PROGRAM DIRECTORS AND TRAINEES ON THE IMPORTANCE AND DIFFICULTY OF IMPLEMENTING HEALTHCARE DISPARITIES EDUCATION ACROSS EIGHT SPECIALTIES
Jessica De Santis, PhD, MA, Medical College of Wisconsin, department of Anesthesiology Anne Castro, MD, Medical College of Wisconsin, department of Anesthesiology Christopher Simenz, PhD, MS, Medical College of Wisconsin, Institute for Health and Equity; Medical College of Wisconsin

Background: Healthcare disparities (HCD) education reinvigorates medical trainee interest in caring for underserved populations and lends greater meaning to their work. However, multiple barriers might prevent curriculum implementation. We describe feasibility and feedback from residents and program directors after implementing a community-based HCD curriculum for residents from eight specialties over two academic years. Methods: First-year trainees from five residency training programs in 2022/23 (Anesthesiology, General Surgery, Obstetrics and Gynecology, Neurology, and Radiation Oncology, n=39) and in 2023/24 (n=60) with three additional training programs (Diagnostic Radiology, Internal Medicine, and Psychiatry) were recruited into a HCD curriculum that included two half days of community outreach and three half days of didactics. Topics ranged from historical causes of disparities in the local community, microaggressions, trauma-informed care, cultural competency, etc. Results: Trainees completed a satisfaction survey for each curricular component and Program Directors (PDs) completed satisfaction surveys on both curriculum and logistics. Trainee responses were favorable for both satisfaction and perception of learning for outreach experiences (91%, 87%) and didactics (74%, 73%). PDs were satisfied with curriculum (94%) and logistics (88%). Conclusions: Community outreach-based HCD is feasible and associated with high satisfaction from trainees and PDs despite time constraints inherent to residency training.

 

 

ASSESSMENT OF RADIATION SAFETY EDUCATION IN PRE-CLINICAL UNDERGRADUATE MEDICAL EDUCATION
Mitchka Mohammadi, MS, Eni Nako, MD, Harish Krishnamoorthi, MD, Enjae Jung, MD; Oregon Health & Science University

Background: Medical students are in clinical settings with radiation exposure early in their undergraduate medical education (UME). Providing proper radiation safety education (RSE) earlier in training facilitates early adoption of protective practices, decreasing radiation absorption. This study aims to assess the effectiveness of different types of RSE pre-clinical students receive and protective equipment availability. Methods: In this single-center study, a 12-question survey was distributed to pre-clinical students. Demographic data, protective equipment availability, and knowledge questions were collected. Students were stratified based on education received: informal teaching (IF), formal education (FE), or no education (NE). Statistical analysis was performed using Chi-Squared Test and Levene ANOVA. Results: There was a 45% response rate. Participants exposed to radiation “always” had access to lead 66.7%, thyroid shields 59.6%, and lead glasses 10.5% of the time. 53.9% reported receiving IF, 10.4% received FE, and 35.7% reported NE. Compared to those that received NE, those that received any RSE were more likely to answer the knowledge questions correctly (p<0.01) with no difference between those receiving IF and FE (p=0.998). Conclusion: While any teaching is significantly associated with increased knowledge, the overall low correct responses suggests that a standardized RSE curriculum should be implemented earlier in UME.

 

 

ADDRESSING STEREOTYPES IN HEALTHCARE: INSIGHTS FOR DESIGNING AN IMPLICIT BIAS CURRICULUM FOR TRAINEES
Lily Kaufman, BS, The Ohio State University College of Medicine Anvitha Gogineni, BS, The Ohio State University Wexner Medical Center Vivian Wong, MD, The Ohio State University Wexner Medical Center Nathaniel Blanco, MA, PhD, The Ohio State University Wexner Medical Center Aliza Khuhro, BS, The Ohio State University College of Medicine Tasha Posid, MA, PhD, The Ohio State University Wexner Medical Center; The Ohio State University Wexner Medical Center

Background: Implicit biases held by physicians and patients impact communication, decision-making, and medical treatment, perpetuating healthcare disparities. Although some education around implicit bias has been developed, formal research and interventions are limited. This study sought to identify what types of implicit bias education learners have received to date and what additional training may be needed. Methods: A needs assessment was sent via REDCap to all medical trainees at our single institution (pre-med students, medical students, residents, and fellows). Participants were asked to self-assess cross-cultural competence, their confidence in providing this type of care, and experiences with and preferences for cultural competency and bias mitigation training. Results: Medical trainees indicated an interest in and need for cross-cultural and implicit bias mitigation training across training levels. Older participants (p=0.023), non-English (as a first language) speakers (p=0.001), and those who felt less IS (p=0.021) reported higher cross-cultural care skills. Trainees overall did not feel satisfied with their personal ability to deal with implicit biases, while only residents and fellows felt satisfied that they were receiving some training in this area (p=0.002). Conclusions: An implicit bias mitigation curriculum would be appropriate and helpful across levels of medical training.

 

 

SCALING LOCAL EDUCATION TECHNOLOGIES FOR GLOBAL IMPACT
Jenna Gregory, DEC (1, 2) Junko Tokuno, MD, MSc, PhD (1, 2) Tamara E. Carver, PhD (1, 2, 3, 4, 5) Gerald M. Fried, MD, MSc (1, 2, 3) Dan L. Deckelbaum, MD, MPH, FRCSC (1, 2, 3, 6) 1. Steinberg Center for Simulation and Interactive Learning, McGill ; McGill University

Background: When war broke out in Ukraine in 2022, our global surgery, simulation, and education technology teams rapidly developed online modules to support non-surgeon healthcare providers in performing life-saving procedures. Delivered in Ukrainian within 24 hours, these resources demonstrated how quickly eLearning can be scaled to meet urgent needs and highlighted the potential for digital tools to be used in diverse clinical training situations locally and globally. Building on this approach, we have developed interactive, self-directed training resources for medical learners using online modules and emerging technologies such as virtual reality (VR) simulations. This combination empowers learners to practice procedural skills autonomously, shifting from “one-off” in-person sessions to customizable, repeatable experiences closely aligned with clinical responsibilities. Interventions: In collaboration with educational technologists and multimedia creators, we produce high-quality educational resources for global distribution. Partnering with our global surgery team, we’ve established fellowships to teach healthcare professionals to develop and distribute digital resources in underserved regions.  Future Directions: We aim to integrate our online modules into local medical training while simultaneously expanding access in underserved areas, thus enhancing their reach and impact. As VR becomes more affordable, we are incorporating autonomous simulations and collecting data to assess the effectiveness.

 

 

COMPARATIVE ANALYSIS OF SUTURING TRAINING PROGRAMS FOR UNDERGRADUATE MEDICAL STUDENTS ACROSS NORTH AND SOUTH AMERICA
Matthew Van Leeuwen, BS (1); Cristian Jarry, MD, MSc (2,3); Isabelle Le Leannec, MD (4); Julian Varas, MD, MSc (2,3) 1. NYU Grossman School of Medicine, New York, NY, United States 2. Center for Simulation and Experimental Surgery, Faculty of Medicine; NYU Grossman School of Medicine

Background: Medical students are expected to acquire suturing and other procedural skills, but data on whether they receive evidence-based training are lacking. This study aims to broadly characterize undergraduate skills training using suturing as a proxy for other surgical procedures. Additionally, we seek to identify potential gaps in training across countries in North and South America. Methods: Descriptive study. A branching logic survey was developed to investigate the presence and conditions under which suturing training is provided. If no suturing training is reported, the survey explores potential reasons for its absence. This survey will be distributed to medical school faculty across nine American countries, collecting both geographical and educational data. Results: We expect to collect data on training characteristics, including commonly used materials and methods for providing feedback. Additionally, if no training is reported, we aim to identify potential causes and explore any relationships with the reported institutional context. Future Directions: This study will provide the first comprehensive inventory of suturing training courses at medical schools in North and South America. Identified training gaps could guide the creation of training programs using low-cost sustainable materials with remote asynchronous feedback, potentially expanding access to suturing training and other surgical skills.

 

 

MINI-MED SCHOOL: DIVERSIFYING HEALTHCARE CAREER PATHWAY PROGRAMS AMONG TITLE 1 HIGH SCHOOL STUDENTS
Mikayla Deckard (Co-Presenter) B.S., University of Louisville School of Medicine Christie Buonpane M.D., University of Louisville School of Medicine; University of Louisville School of Medicine

Background: Mini-Med School (MMS) is a medical student run event at the University of Louisville School of Medicine centered around increasing healthcare career literacy for high school students, focused on those attending Title 1 schools. Few pathway programs reach across entire communities to help eliminate the gap in resources and mentors available for students historically underrepresented in medicine (URiM). The goal of MMS is to give students URiM a chance to engage with community members at all stages of their career journey, as well as a chance to visualize themselves in medical school. Program Description: The day consists of activities in the Simulation Center, physical exam skills in the Standardized Patient Lab, hands-on surgical skills, and a healthcare professional’s panel. Three MMS events have taken place since 2023, receiving over 300 student applications from 42 zip codes in the Ketuckiana area, over 70 medical student and undergraduate volunteers, and over 15 different healthcare careers represented. Outcomes/Conclusions: Pre/post surveys demonstrated that MMS participants gained a greater understanding of the vast medical career opportunities and enhanced their desire to pursue a career in medicine. Students were provided with mentors, contact information, and advice on their next steps towards a career in healthcare.

 

 

A QUALITATIVE REVIEW OF PATIENT-PERCEIVED BARRIERS TO SEEKING AND ACCESSING HEALTHCARE IN A LOCAL UNDERSERVED PATIENT POPULATION
Anvitha Gogineni, The Ohio State University Wexner Medical Center Alicia Scimeca, BA, The Ohio State University Wexner Medical Center Dinah Diab, BS, The Ohio State University Wexner Medical Center Dairon Denis-Diaz, BS, The Ohio State University Wexne; The Ohio State University Wexner Medical Center

Background: As physicians increasingly manage patients from diverse backgrounds, identifying barriers to seeking/accessing healthcare is warranted. Our objective was to explore patient-perceived barriers to seeking/accessing healthcare from the perspective of underserved patients. Methods: Participants were patients seen by an OSUWMC Urology provider at a local community clinic. Audio was collected ‘live’ at the encounter and was later transcribed verbatim (N=52, n=20 currently transcribed/coded). Transcripts underwent qualitative data coding for relevant themes. Results: (1) Language Barriers: 35% patients seen required a translator. (2) Culture Barriers (and Stigma): Although ~20% of patients were being seen for sexual (dys)function, several expressed discomfort in discussing this topic. (3) Financial and Insurance Barriers: 20% of physicians brought up cost/insurance status as a barrier to the necessary care required. (4) Health Literacy: Patients had issues with pronunciation of diseases, diagnoses, or medications, and many patients required re-explanation from the physician. This clinic does not use EMR, which presents a barrier for both the patient and physician. Conclusions: We report barriers to seeking/accessing healthcare from the perspective of underserved patients. This information is useful to clinicians hoping to provide care to this vulnerable population and educators training the next generation of physicians.