Abstract
There are multiple transitions in surgical education. Among the most significant are
those from medical student to intern, from junior resident to senior resident, and
from senior resident/fellow to independent practice. While there are new expectations
and responsibilities associated with each of these roles, a surgeon’s development
should be thought of as more of a continuum with distinct points of greatest change
and challenge. There are common themes at these various transitions that may be highlighted
for both trainees and educators.
To read this article in full you will need to make a payment
Purchase one-time access:
Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online accessOne-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:
Subscribe to SurgeryAlready a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
References
- Fees for ERAS Residency Applications; 2019.https://students-residents.aamc.org/applying-residency/article/fees-eras-residency-applications/Date accessed: April 12, 2019
- I am a surgery resident now, 10 things I wish I had learned as a medical student.in: Englesbe M. Meyers M. A How To Guide For Medical Students. Springer International Publishing, New York2017: 155-163
- Surgery residents and attending surgeons have different perceptions of feedback.Med Teach. 2005; 27: 470-472
- Disparity between resident and faculty surgeons' perceptions of preoperative preparation, intraoperative teaching, and postoperative feedback.J Surg Educ. 2011; 68: 459-464
Scarlet S, Reiter A, Crowner J, Meyers MO, eds. Blind spots in the feedback process – exploring trainee and faculty perceptions. Paper presented at: 13th Annual Academic Surgical Congress; January 30–February 1, 2018; Jacksonville, FL. https://www.asc-abstracts.org/abs2018/39-02-blind-spots-in-the-feedback-process-exploring-trainee-and-faculty-perceptions/. Accessed July 13, 2019.
- The General Surgery Milestone Project; 2015.https://www.acgme.org/Portals/0/PDFs/Milestones/SurgeryMilestones.pdf?ver=2015-11-06-120519-653Date accessed: July 13, 2019
- Surgery Milestones; (2019).https://www.acgme.org/Portals/0/PDFs/Milestones/SurgeryMilestones2.0.pdf?ver=2019-05-29-124604-347Date accessed: July 13, 2019
- Entrustable professional activities in general surgery: development and implementation.J Surg Educ. 2019; 75: 1174-1186
- Stress and burnout among surgeons: Understanding and managing the syndrome and avoiding the adverse consequences.Arch Surg. 2009; 144: 371-376
- Surgeon burnout: A systematic review.J Am Coll Surg. 2016; 222: 1230-1239
- Surgical residents’ work hours and well-being in year 2 of the FIRST trial.N Engl J Med. 2017; 377: 192-194
- National cluster-randomized trial of duty-hour flexibility in surgical training.N Engl J Med. 2016; 374: 713-727
- Multiple-institution comparison of resident and faculty perceptions of burnout and depression during surgical training.JAMA Surgery. 2018; 153: 705-711
- Perceived value of a program to promote surgical resident well-being.J Surg Educ. 2017; 74: 921-927
- Residency surgical training at an independent academic medical center.Surg Clin North Am. 2016; 96: 147-153
- Transition from training to surgical practice.Surg Clin North Am. 2016; 96: 25-33
Article info
Publication history
Published online: November 13, 2019
Accepted:
August 30,
2019
Identification
Copyright
© 2019 Published by Elsevier Inc.
