ASE 2024 Abstracts

ePoster

DO QUESTIONNAIRES ACCURATELY CAPTURE LEARNERS’ PERCEPTIONS? A COMPARISON OF SURVEY-BASED RECALL AND EEG-BASED MEMORY REACTION IN LAPAROSCOPIC TRAINING
Shutaro Hori¹, Taku Yamamoto², Haruka Suzuki, PhD³, Taira Shiono¹, Sayaka Rikitake², Tetsuya Toma, PhD², Yasue Mitsukura, MD, PhD⁴, Yuko Kitagawa¹; ¹Department of Surgery, School of Medicine, Keio University, ²Graduate School of System Design and Management, Keio University, ³System Design and Management Research Institute, Keio University, ⁴Faculty of Science and Technology, Keio University

Background:

Educational strategies should be evaluated from two perspectives: not only the outcomes achieved, but also learners’ perceptions. Traditionally, such perceptions have been assessed using questionnaires. However, because questionnaires rely on memory, they may not accurately reflect learners’ real-time experiences during training. The KANSEI Analyzer is a wearable EEG device that captures emotional changes in real time. High levels of “Interest” and “Stress” detected by the device are considered indicative of a memory-enhancing state.

Objective:
This study compared learners’ memory reactions during laparoscopic training using two methods: post-training memory recall via questionnaires and real-time emotional responses measured by the KANSEI Analyzer.

Methods:
Participants included nine medical students (5th/6th year) and fifteen residents/physicians (1st–9th year). Each performed a one-minute object-moving task using forceps, repeated four times, while wearing the KANSEI Analyzer. After the task, participants completed surveys to report specific events they remembered.

Results:
During training, the KANSEI Analyzer recorded 30 memory reactions(high level of "interest" and "stress" status). Of these, 19 events corresponded with those recalled in the post-task surveys.

Conclusion:
The discrepancy between memory reactions captured by the KANSEI Analyzer and those reported in questionnaires suggests that post-task self-assessment alone may not fully reflect learners’ internal states. Combining objective emotional data with subjective real-time monitoring may offer a more comprehensive understanding of learner experience.

FEASIBILITY AND ACCEPTABILITY OF A MINDFULNESS-BASED MOBILE APPLICATION FOR WELL-BEING OF HEALTHCARE PROFESSIONALS: A MIXED-METHODS EVALUATION
Alexandra H Helbing, MD¹, Vibhusha Kolli, BS², Analise Vega³, Bhabna Pati, MS¹, Natasha Ignatowski, MD², Esra Alagoz, PhD¹, Srideepti Marada, BS³, Lauren Cortright, BS³, Alexander Chiu, MD, MPH¹, Dawn Elfenbein, MD, MPH¹, Simon Goldberg, PhD⁴, Teri Pipe, PhD⁵, Sydney Tan, MD¹; ¹Department of Surgery, University of Wisconsin School of Medicine and Public Health, ²University of Wisconsin School of Medicine and Public Health, ³University of Wisconsin—Madison, ⁴Department of Counseling Psychology, University of Wisconsin School of Education, ⁵University of Wisconsin School of Nursing

Background: Healthcare professionals are at risk for burnout which can reduce patient safety, professionalism, and job satisfaction. Meditation practices may help mitigate stressors inherent to high pressure healthcare environments.

Methods: This mixed-methods pilot study evaluated the Healthy Minds Program (HMP), a 4-week smartphone-based meditation intervention adapted for healthcare. The app includes daily guided meditations and lessons targeting four pillars of well-being—Awareness, Connection, Insight, and Purpose (ACIP). Pre- and post-intervention surveys assessed burnout, perceived stress, resilience, loneliness, occupation turnover intention, acceptability, appropriateness, and feasibility. Pre-post comparisons were analyzed using Wilcoxin signed-rank tests. Interviews and focus groups (n = 20) explored user experience and implementation, analyzed with deductive thematic analysis by the ACIP and COM-B frameworks (Capability, Opportunity, Motivation).

Results: Twenty-nine healthcare professionals participated—physicians (27.6%), resident physicians (3.4%), medical students (17.2%), advanced practice providers (20.7%), nurses (13.8%), medical assistants (6.9%), behavioral health or social work professionals (6.8%), and counseling psychologists (3.4%). Participants were predominantly women (82.8%) and White (75.9%), with a mean age of 34.2 ± 12.0. Over half (55.2%) were within one year of training completion.

No significant reduction in burnout was observed (pre: 25.7 ± 5.9; post: 24.6 ± 7.8; p = .464). Significant improvements were seen in stress (pre: 16.7 ± 6.9; post: 11.7 ± 6.0; p < .001), loneliness (pre: 5.0 ± 1.7; post: 4.35 ± 1.6; p = .027), and resilience (pre: 15.1 ± 4.0; post: 16.9 ± 3.5; p = .004). Occupation turnover intention remained low (pre: 14.2 ± 5.2; post: 13.7 ± 5.4; p = .529). HMP was rated highly for acceptability (4.61 ±  0.63), appropriateness (4.66 ± 0.53), and feasibility (4.47 ± 0.51) on a 5-point scale.

Qualitative analysis revealed: 1) Emotional readiness, time limitations, and app flexibility shaped capability to engage with HMP; 2) Social support and environmental accessibility increased opportunity for app use; 3) Customized speakers, notifications, and perceived benefits (e.g., improved sleep) increased motivation to use the app.

Conclusion: HMP is a low-burden tool that, even with brief use, helps healthcare professionals reduce stress, strengthen resilience, and ease loneliness. Future implementation should embed mindfulness into healthcare education, workflows, and policies to promote cultural change.

IMPLEMENTATION AND EVALUATION OF A MOBILE-BASED SURGICAL SKILLS CURRICULUM FOR GENERAL SURGERY TRAINEES IN IRAQ
Hashim Manea, MD¹, Fatimah Badri, MBChB²; ¹Oregon Health and Science University, ²Qal’at Sukkar General Hospital

Background:

In many low-resource settings, access to structured surgical skills training is limited. Mobile-based learning (m-learning) offers scalable, cost-effective opportunities to augment trainees’ exposure to procedural techniques. We developed a mobile surgical skills curriculum tailored for Iraqi general surgery residents and assessed its impact.

Methods:

We designed 10 micro-modules (video + quizzes) on common surgical skills (knot tying, suturing, instrument handling, basic laparoscopy) hosted on a smartphone app. All PGY2–PGY4 general surgery residents at two teaching hospitals in Baghdad (n = 48) were enrolled. Baseline skills were assessed via validated Objective Structured Assessment of Technical Skills (OSATS) on bench models. Residents used the modules over 12 weeks (self-paced). Post-intervention, OSATS assessments were repeated, and user engagement metrics (module views, quiz scores) were collected. Trainees filled a validated satisfaction and usability survey (Likert scale). We compared pre- vs post-OSATS scores using paired t-tests. Qualitative feedback on barriers was collected via focus groups.

Results:

44 residents completed the program (92%). Mean OSATS score improved from 56.2 ± 8.5 to 74.8 ± 7.3 (p < 0.001).
The average module completion rate was 87%, average quiz accuracy was 82%.
The usability/satisfaction survey scored mean 4.3/5 for “usefulness” and 4.1/5 for “ease of use.”
Focus groups revealed barriers including intermittent Internet connectivity, lack of protected time, and language preference (Arabic subtitles desired).
Residents reported they practiced bench models more frequently because of the reminders and module structure.

Conclusion:

A context-specific mobile surgical skills curriculum significantly improved technical performance among Iraqi general surgery trainees. With high acceptability, this model may be scalable to other resource-limited settings. Future steps: expand modules (advanced laparoscopic tasks), integrate mentored feedback, and measure long-term retention and transfer to the OR.

COMPARATIVE PATTERNS OF SIMULATION-BASED SURGICAL TRAINING ADOPTION IN SUB-SAHARAN AFRICA AND NORTH AMERICA: PRELIMINARY FINDINGS FROM A SCOPING REVIEW.
Brian Kasagga, MD¹, Miracle Uzoekwe, MD², Darius Balumuka, MD³, Rachel Koch, MD²; ¹Makerere University School of Medicine, ²University of California, San Francisco, ³Westchester Medical Centre

Background: Surgical education is undergoing a transition  from the traditional apprenticeship model toward structured, simulation-based training that promotes skill acquisition in controlled, reproducible, and ethically sound learning environments. Simulation modalities, including virtual reality, augmented and mixed reality platforms, computer-based simulations, and physical models, have expanded, driven by advancements in computational power, interactive design, and artificial intelligence. While simulation is increasingly embedded within competency-based curricula in high-income regions, its adoption in resource-limited settings has followed more heterogeneous and context-dependent paths. Sub-Saharan Africa, in particular, has seen the emergence of low-cost and frugal simulation innovations to address cost and access barriers. However, systematic comparative analyses of how simulation is implemented, sustained, and evaluated across different training environments remain limited.
Objective: This scoping review aims to compare implementation patterns and reported educational outcomes of surgical simulation in training programs across Sub-Saharan Africa and North America.
Methods: The review follows Arksey and O’Malley's scoping review framework and the PRISMA-ScR reporting guidelines. A comprehensive search was conducted across MEDLINE, Embase, African-Wide Information. Eligible studies include those describing the application, evaluation, and outcomes, or teaching integration of surgical simulation which we defined to include VR/AR/MR, computer-based environments, and physical simulation systems, in any surgical training context. Studies without a simulation component, without surgical trainees, lacking evaluative outcomes, or published as commentaries/abstracts without data were excluded. 
Preliminary Results: Preliminary analysis of the first set of included studies suggests marked regional differences in curricular integration, cost models, fidelity priorities, and training purposes. North American programs commonly integrate high-fidelity simulation within structured competency progression and assessment frameworks. In contrast, Sub-Saharan African programs frequently prioritize affordability, local fabrication, and targeted skill reinforcement, often developed through institutional partnerships or frugal innovation. Reported outcomes also differ, with African studies emphasizing feasibility and skills acquisition, while North American studies more often assess performance metrics, competency milestones, and transfer to patient care.
Conclusion: This review will provide a synthesis that highlights how context shapes the adoption, implementation, outcomes, and sustainability of surgical simulation. Findings may inform curriculum development, global surgical education partnerships, and capacity-building strategies that are contextually relevant.

NEEDS ASSESSMENT SURVEY ON REFRESHER COURSE OF THE JAPANESE SURGEONS AS EDUCATORS (JSAE) COURSE ORGANIZED BY THE JAPANESE ASSOCIATION FOR SURGICAL EDUCATION
Akihiko Oshita, MD, PhD¹, Saseem Poudel², Akihiro Suzuki³, Ken Imai⁴, Hideki Takami⁵, Tomokazu Kimura⁶, Takahiro Homma⁷, Koya Hida⁸, Masanori Isobe⁹, Hisakazu Hoshi¹⁰; ¹Onomichi General Hospital, Department of Surgery, ²Hokkaido University, Department of Gastroenterological Surgery II, ³St. Luke’s International Hospital, Department of General Surgery, ⁴Jichi Medical University Saitama Medical Center, Department of Obstetrics and Gynecology, ⁵Nagoya University, Department of Surgery, ⁶Nagoya University, Department of Urology, ⁷St. Marianna University, Department of Thoracic Surgery, ⁸Kyoto University, Department of Surgery, ⁹Gifu University, Department of Obstetrics and Gynecology, ¹⁰University of Iowa Hospitals and Clinics, Department of Surgery, Division of Surgical Oncology

Background

In 2019, the first Japanese Surgeons as Educators (JSaE) course was  launched in collaboration with Japanese Association for Surgical Education (JASE) as a national comprehensive surgical faculty development workshop. Since then, the course educated over 200 faculty of every surgical disciplines. There has been unofficial feedback from previous attendees wishing to have “refresher course” of JSaE. To examine future directions of refresher course for continuous faculty development, we conducted a needs assessment survey among previous JSaE attendees.

Methods

Survey items were designed collaboratively by JSaE instructors and reviewed for content validity. An anonymous online questionnaire was distributed via SurveyMonkey through the mailing list of previous attendees. Eligible participants were 147 graduates completed both basic and advanced course from the 1st (May 2023) through the 5th (February 2025) Advanced JSaE courses. The survey was open from April 1 to May 7, 2025. Descriptive statistics were used to summarize participant characteristics and responses.

Results

A total of 109 responses were received (response rate: 74%). The majority were male (77%) staff surgeons in their 40s, representing diverse specialties but larger representation of general gastrointestinal surgery, obstetrics and gynecology, thoracic surgery, and urology. Most respondents (92%) expressed interest in attending refresher or existing course even with fee or as a volunteer course assistant to reinforce existing knowledge, acquire updated educational strategies, or prepare for future teaching roles; several indicated a desire to become instructors. Desired formats included refresher courses linked to academic meetings (particularly the annual congress of JASE), re-attending original course, and online access to archived lectures. The topics they felt needing refresher course most were “Performance Evaluation,” “Feedback Techniques,” and “Surgical Skills Instruction.”

Conclusion

The survey revealed strong enthusiasm for refresher course among previous JSaE attendees, highlighting diverse needs for ongoing faculty development, particulary in the areas of evalution, feedback and intraoperative teaching. These findings underscore the importance of establishing structured refresher courses and advanced educational opportunities that sustain professional growth and promote a community of surgical educators. Future course planning will integrate these perspectives to ensure continued relevance and effectiveness. 

TEACHING MEDICAL STUDENTS IN ACADEMIC SURGERY: A QUALITATIVE ANALYSIS OF THE TEACHING ENVIRONMENT
Nicole L Petcka, MD, Logan Glosser, MD, Barbara Pettitt, MD, MHPE; Emory University

Introduction: While the learning environment has been well studied from the student perspective, limited research has explored the teaching environment experienced by academic surgeons. We aimed to explore the barriers and facilitators that influence teaching in an academic surgical department.

Methods: A qualitative study exploring the teaching environment in a single academic institution was conducted using a grounded theory approach which allowed themes to emerge directly from participants’ experiences. Clinical faculty and senior residents (postgraduate year 4/5) were selected via a purposive sampling strategy to ensure variation in gender, seniority, and surgical subspecialty. Data were collected through semi-structured interviews. Three researchers independently reviewed transcripts and performed inductive coding to identify recurring themes. Discrepancies in coding were resolved through consensus employing coder triangulation to enhance credibility.  

Results: Five participants (3 faculty and 2 residents) were interviewed. Regarding teaching style, most participants use illustrative methods while teaching (60%) and value building relationships with students (40%). Four subthemes emerged within the barriers including 1) limited time available to teach (100%, 5/5 participants), 2) student factors such as knowledge base and engagement (100%, 5/5 participants), 3) energy required to teach (100%, 5/5 participants), and 4) need for further teacher development (100%, 5/5 participants). Three subthemes emerged within the facilitators including 1) confidence in teaching strategies (80%, 4/5 participants), 2) passion for teaching (40%, 2/5 participants), and 3) leadership support for teaching (40%, 2/5 participants). 

Conclusion: Academic surgeons value building meaningful relationships with medical students but face barriers to effective teaching, including limited time and variable student preparedness and engagement. Confidence in teaching strategies, enthusiasm for education, and leadership support appear to enhance the teaching environment. These findings highlight the potential improvement from faculty development focused on evidence-based teaching practices and institutional support through protected time for teaching. Next steps include expanding this work through a departmental survey informed by these preliminary themes to further guide initiatives that strengthen the surgical teaching environment. Data collection is ongoing, with updated results anticipated by the time of presentation. Nevertheless, these preliminary findings can guide faculty development lectures and advocate for academic surgeons having protected time for teaching. 

ROLE OF VIRTUAL PLATFORMS IN FACULTY ATTENDANCE DURING SURGICAL MORBIDITY AND MORTALITY CONFERENCES: A MIXED METHODS STUDY
Momina Sharif Umair, DR¹, Khushboo Singh, DR²; ¹St Josephs University Medical Center, ²Brooklyn Hospital Center

Morbidity and Mortality (M&M) conferences are integral components of surgical quality improvement programs. They function as a structured, protected forum to analyze adverse outcomes, identify opportunities to enhance patient safety, and promote resident and faculty education. Traditionally conducted in person, these conferences faced significant disruption during the COVID-19 pandemic, prompting the integration of virtual meeting platforms.

Objective

This study aimed to evaluate the impact of virtual meeting platforms on faculty attendance at surgical M&M conferences, following adaptations implemented during COVID-19 pandemic.

Study Design

A mixed-methods approach was utilized, incorporating both quantitative retrospective data analysis and a qualitative faculty survey. Attendance records from 84 surgical M&M conferences at a community hospital, were reviewed and categorized into three groups (n = 28 each): Pre-COVID (prior to teleconferencing), COVID-T (during COVID-19 with teleconferencing), and Post-COVID-T (after the pandemic with continued teleconferencing). A 24-participant faculty survey assessed perceptions regarding the value and feasibility of virtual participation. Statistical analyses included Student’s t-test, Pearson’s correlation (r), and regression analysis, with P < 0.05 considered statistically significant.

Results:

Mean faculty attendance 18 (Pre-COVID), 22 (COVID-T), and 20 (Post-COVID-T). Attendance significantly increased during COVID-T compared with Pre-COVID (P = 0.03), with no significant post-pandemic difference. Attendance trends showed a weak negative correlation pre-COVID (r = –0.428), which improved during COVID-T (r = –0.211) and stabilized post-COVID-T (r = –0.073). Results showed 83% of respondents viewed M&M conferences as extremely important, 8.3% somewhat important, and 8.3% not important. Moreover, 83% reported improved ability to attend via teleconferencing. Satisfaction with virtual options was 41% somewhat and 29% extremely satisfied, while 95% supported continuing teleconferencing for future M&Ms.

Conclusion:

M&M conferences remain a cornerstone of surgical quality improvement, patient safety, and resident education. The integration of virtual platforms has demonstrated measurable benefits in enhancing faculty participation, accessibility, and engagement, thereby enriching discussion quality and mentorship continuity. By expanding accessibility and flexibility, virtual formats also foster a more equitable and inclusive educational environment, encouraging participation from a broader spectrum of faculty and trainees. Sustaining hybrid or virtual options beyond the pandemic may further advance surgical education, ensuring consistent, inclusive, and high-quality learning experiences across all levels of training.

M&M ACROSS BORDERS: NAVIGATING SYSTEM BARRIERS AND ASSESSING ATTITUDES ACROSS MULTIPLE PEDIATRIC SURGICAL TRAINING PROGRAMS IN SUB-SAHARAN AFRICA
Xinyi Luo, MD¹, Nadia Hussein, MD, MPH², Amarylis Mapurisa, MBBS³, Anthony Charles, MD, MPH⁴, Lindsey Wolf, MD⁵, Bip Nandi, MBBS⁶; ¹Tulane University / University of Michigan, ²Inova / UNC Fogarty International, ³Kamuzu Central Hospital, ⁴University of Vermont, ⁵University of Arkansas Medical Sciences, ⁶Kamuzu Central Hospital / Baylor School of Medicine

Background: Morbidity and Mortality (M&M) conferences are central to surgical education in high-income countries, where they rely on strong data systems and a culture of open discussion. However, little is known about how M&M is practiced in low-resource settings, where infrastructure and cultural dynamics may differ significantly. This study examines the current landscape, challenges, and attitudes toward M&M in pediatric surgical training programs in sub-Saharan Africa.

Methods: An online survey was sent to a representative from each PS program in sub-Saharan countries (n = 16). The survey consisted of both multiple-choice and free-response questions assessing M&M practices, perceived challenges, and attitudes at each institution. Descriptive statistics were used to summarize quantitative survey responses. Free-text responses were analyzed using inductive coding to identify recurring themes.

Results: A total of 15 responses were received (93% response rate), representing PS programs across 10 of COSECSA’s 14 countries. Included programs ranged in duration from 3 to 18 years, with a median program duration of 11 years and an average of 10 trainees graduated per program. Nearly all (14/15) programs reported holding M&M conferences, the majority of which (78%) were specific to PS. Most (78%) programs held conferences monthly, and M&M was presented by residents at 92% of programs. Half of the programs (7/14) reviewed all PS admissions or discharges, while two programs included all operations, and five programs reviewed only complications or deaths. A structured presentation template was used by 57% of programs.

The primary challenge was incomplete or difficult-to-access data (35%), followed by inconsistency in holding M&M sessions (21%). Other issues included infrastructure and presentation logistics. Notably, most programs reported supportive institutional cultures, with only one citing cultural barriers. All respondents agreed that M&M is helpful for all institutions practicing pediatric surgery.

Conclusion: M&M conferences are widely implemented across pediatric surgery training programs in sub-Saharan Africa and universally perceived as valuable. However, their impact is constrained by persistent challenges in data quality and logistical capacity, highlighting the need for better infrastructure and support tailored to the local context to maximize M&M’s educational and quality-improvement impact.

FROM DISTRACTION TO MASTERY: COMPARING RESIDENT AND MEDICAL STUDENT AUDITORY RESILIENCE IN THE OPERATING ROOM
Sarah M George, Medical, Student, Vagmi Kantheti, Medical, Student, Alleana Corpin, Margaret Brommelsiek, PhD, Gary Sutkin, MD, FACS; University of Missouri-Kansas City School of Medicine

Purpose 

Operating room (OR) noise and music can disrupt learning and communication, yet few studies have compared these effects across surgical learners. This study assessed residents’ and students’ perceptions of auditory interference. 

Methods 

In this mixed-methods study, we developed a 21-item Likert scale survey and an optional 6-question semi-structured interview. Participants included residents in OB/GYN and General Surgery, as well as medical students in OR-based clerkships. Descriptive statistics summarized survey data, and thematic analysis was applied to interview responses. 

Results 

A total of 10 surgical residents (6 OB/GYN, 4 General Surgery) and 112 medical students (71 females and 41 males) completed the survey, and 23 of them participated in interviews.

Residents reported minimal disruption from OR noise or music. 70% said noise “never or rarely” interfered with understanding, and 40% could “almost always or always” comprehend communication. Noise or music “sometimes” caused procedural distraction for 60% of residents, while 40% reported it “never or almost never” did. Music had no effect on communication (80%) or concentration (90%), with 10% noting improvement in each. When faced with distracting noise, 50% of residents asked team members to repeat themselves, 30% requested the music be turned off, and 10% spoke louder or asked the team to quiet down. 

In contrast, medical students experienced greater interference. 61% said noise disrupted understanding, with only 22% “always” comprehending communication. While 90% of residents reported no effect of music on concentration, 21% of students said it worsened concentration and 18% said it hindered communication. Students were also more likely to speak louder (76% vs. 10%) or ask team members to repeat themselves (70% vs. 50%). Notably, 32.1% reduced communication altogether—a coping behavior not reported by any residents. 

Interviews revealed that residents, and not students, had developed the ability to selectively filter ambient noise. 

Discussion 

Compared with residents, medical students in the OR are more susceptible to auditory interference which can impede learning and communication. Their relative inexperience may hinder their ability to filter background noise, a challenge compounded by the surgical team hierarchy, where students often hesitate to speak up when they are unable to hear. 

PERCEPTIONS OF TEAMWORK AND SIMULATION TRAINING AMONG TRAUMA BAY PHYSICIANS AND STAFF: A CROSS-SECTIONAL SURVEY STUDY
Arsalan Javid, MD, Meghan Cochran-Yu, MD, Martin G Rosenthal, MD, Hamza Durrani, MD, Kaushik Mukherjee, MD, Xian Luo-Owen, MD, PhD, Tandis Soltani, MD; Loma Linda University Health

Introduction: Successful trauma resuscitation depends on coordinated teamwork among multiple disciplines. Differences in perception of teamwork, and attitudes toward the value of simulation-based training can be further explored. We aimed to assess the differences in perceptions of teamwork in trauma activations and attitudes toward simulation training between physicians and frontline staff.

Methods: An anonymous survey was distributed via institutional email to trauma bay personnel at a Level 1 academic trauma center. Physicians included trauma surgery and emergency medicine faculty, while staff included registered nurses, emergency department technicians, and respiratory therapists. The survey captured demographics, prior simulation experience, and selected items from the validated TeamSTEPPS teamwork perceptions and attitudes questionnaire. Responses were compared between physicians and staff using Fisher’s exact and Wilcoxon rank-sum tests.

Results: A total of 96 respondents participated (69 staff and 27 physicians). Physicians reported more trauma activations per month (16 ± 8 vs 12 ± 10, p = 0.006). Both groups agreed that simulation improves performance, with more believing that team performance could be improved (96% vs 90%, p = 0.4) compared to their own individual performance (78% vs 74%, p = 0.7). Significant differences were observed in perceptions of teamwork and communication. Staff were more likely to agree that team members continuously scan the environment for important information (70% vs 44%, p = 0.02), that relevant information is relayed in a timely manner (90% vs 63%, p = 0.005), and that handoffs follow a standardized communication method (78% vs 33%, p < 0.001).

Conclusion: Both physicians and staff have similar attitudes toward teamwork, but their perceptions of communication and team coordination differ. Attitudes toward simulation training to improve team performance are positive and thought to be more likely than individual performance. Additional studies are underway to examine the same teamwork metrics based on observations of real-time trauma activations and study the effect of simulation on staff-reported perceptions and observations of team performance during active trauma resuscitations.

THE NEXT GENERATION OF SURGICAL EDUCATORS: TRAINEES’ PERSPECTIVES ON EDUCATIONAL SCHOLARSHIP AND A CAREER IN SURGICAL EDUCATION
Nicole M Santucci, MD, MAEd¹, Ariana Naaseh, MD, MPHS¹, Julie M Clanahan, MD, MHPE¹, Maya L Hunt, MD², John Woodward, MD³, Paul E Wise, MD¹, Jennifer Yu, MD, MPHS¹, Mary E Klingensmith, MD¹; ¹Washington University in St. Louis School of Medicine, ²Indiana University School of Medicine, ³University of Buffalo Jacobs School of Medicine and Biomedical Sciences

Purpose: Interest in educational scholarship (ES) among surgical trainees has surged in recent years. This study aimed to characterize trainee motivation for engagement in ES and evaluate perceptions of ES as a viable academic focus.    

Methods: A cross-sectional survey was distributed via the Association for Surgical Education (ASE) and the Collaboration for Surgical Education Fellows listservs. The survey assessed demographics, training, involvement in ES, motivations, and perceptions of education-based career advancement. Descriptive analyses were performed.   

Results: Thirty-eight trainees (32 residents, 6 fellows) completed the survey. Respondents were primarily female (71%), White (79%), and affiliated with academic/university-based institutions (95%). Most (92%) were either completing or planned to complete clinical fellowship training. All respondents indicated a desire to pursue ES in the future, however only 62% had this goal before starting residency. Over 90% of respondents had completed dedicated education training, most frequently the ASE Surgical Education Research Fellowship (66%), graduate-level education coursework (60%), or an accredited simulation-research fellowship (54%). Respondents primarily cited a passion for education (89%), desire to interact with residents (84%), and interest in education-theory and research (68%) for their motivation to pursue ES. Trainees identified lack of protected time, promotion pathways, funding, and program leadership support as key barriers for retention of faculty in ES. When considering future faculty positions, respondents strongly favored institutions that value and reward ES. (Table 1)  

Conclusions: Highly motivated and increasingly experienced trainees make up the future generation of faculty surgical educators. Future institutional development should focus on addressing barriers to careers in surgical education and creating formal promotional pathways that equitably incorporate ES.