Background: This study explored the impact of dedicated research year(s) on long-term research productivity and career choices of plastic surgeons as academicians. Methods: Scopus and Web of Science were accessed in September 2020 to collate publications and H indexes of alumni who graduated from integrated plastic surgery residency programs from 2011 to 2020. Public profiles were utilized to determine academic status. Corresponding data were grouped by residency program type (traditional programs without required research, programs with one required research year, and a single program with variable research years). Unpaired t tests and 1-way analysis of variance were conducted to compare average H indexes and publication counts of alumni from each group. χ2 tests analyzed differences in academic statuses. Results: Alumni who completed one required research year published significantly more with a higher H index compared with those from traditional programs. Similar results were found among alumni who completed 2 research years compared with 0 or 1 year within a single program. Residents who completed one required research year were more likely to hold dual academic and nonacademic positions after graduation compared with their traditional counterparts. However, there was no statistical difference in academic status observed for surgeons who graduated from the program with variable research years. Conclusions: Participating in research year(s) during residency is predictive of ongoing academic productivity of surgeons within the first 10 years of completion of residency. This becomes important for training craniofacial surgeons, the majority of whom practice in academic settings.

Plastic and Reconstructive Surgery • June 2021 concerns with entering the field from a position of relative disadvantage. Preliminary results show comparable populations considering application to residency when compared to schools with residency programs. Intensely positive feedback from these students suggests that their need for a platform is much higher than anticipated.In summary, there is no reason why plastic surgery should not be available to all students as part of their core education. Only then can we mentor and develop the passion for plastic surgery in these students, much as it was done for those of us who have chosen to make it a lifelong career.

Background: Applicant preferences for required research and global surgery experiences during plastic surgery training have not been previously studied. Methods: An anonymous survey was sent to integrated plastic surgery applicants from consecutive residency application cycles (2018–2020). Research and global health experiences before residency were elicited, along with the interest to continue these activities. Data were analyzed using frequency distributions and chi-square test of independence. Results: Seventy-eight former plastic surgery applicants responded to the survey (15.7% response rate). Most participants (65%) viewed time for research as important when evaluating residency programs. Fewer respondents (10%) ranked programs with a required research year higher, whereas 47% ranked those programs lower and 43% did not factor it into their decision-making. Less than one-third of respondents (28%) reported prior global health experience, yet 44% viewed international opportunities as an important factor when ranking programs, and the majority (72%) stated plans to participate in global surgery during residency. Past experience on a global health trip predicted a strong preference for longer rotations (P = 0.003) and willingness to use vacation time to participate during residency (P < 0.001). Conclusions: Research was an important consideration in residency selection, but a few preferred a residency program with a dedicated research year. Although applicants had limited experience with global surgery, the majority intended to get involved during residency. Understanding factors that influence applicants’ interests in residency programs may better equip programs with information to create enriching experiences and attract the most qualified applicants.

The Accreditation Council for Graduate Medical Education created the “Next Accreditation System” in 2013 requiring residents to meet educational milestones based on core competencies over the course of their training. The 6 core competencies include patient care and technical skills, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. Since the traditional time-based model requires a predetermined length of training irrespective of learning style, pace, or activity, a competency-based model is appealing because it refocuses education on deliberate and relevant skills acquisition and retention. Plastic surgery has been slowly transitioning to competency-based education (CBE), thereby permitting residents to learn at their own pace to master each competency. We performed a nonsystematic literature review of the efficacy of CBE and implementation efforts, particularly within plastic surgery. The literature revealed perceived barriers to implementation, as well as the nuts and bolts of implementation. We highlighted possible solutions and training tools with practical applications in plastic surgery. Success of CBE in plastic surgery requires instituting a transparent process that involves continuously piloting multiple assessment tools and a discussion of related costs. CBE may be particularly appealing for trainees focused on further training in craniofacial or pediatric plastic surgery after completion of an integrated or independent training program in plastic surgery to allow them to focus on their career interests once competence is achieved in the core skills required of a plastic surgeon.

The aim of this study is to assess the efficacy of microwave irradiation in disinfecting gypsum casts and also to compare its efficacy with validated method of chemical disinfection. The present study is an ex vivo study conducted on a sample of five irreversible hydrocolloid impressions in vitro and on ten patients gypsum casts in vivo following standard impression techniques to check the efficacy of microwave oven irradiation and compare its efficacy with standard chemical method of disinfection. Results were analysed using Mann-Whitney test and Wilcoxon signed rank test. Untreated gypsum casts showed cfu/ml counts with a median log value of 6, while microwave-irradiated ones had median cfu/ml counts of 0. Casts poured from chemically disinfected impressions demonstrated cfu/ml counts with a median log value of 5. Microwave irradiation was found to be effective in disinfecting gypsum casts when compared to chemical disinfectant in disinfecting dental impressions.

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Introduction: Institutional partnerships between plastic surgery residency programs in the United States and providers in low- and middle-income countries can serve as bilateral and longitudinal capacity-building relationships. In the United States, obtaining approval for international rotations by a home institution and national review committee is highly encouraged but not required before resident international engagement. Acquiring approval at the institutional level is the first step to allow trainees to participate in international rotations on elective time rather than on vacation time. National approval through the American Council of Graduate Medical Education and American Board of Plastic Surgery allows cases to count toward the resident’s yearly case log. Methods: All 101 integrated and independent plastic surgery program directors/coordinators were asked to participate. The survey identified the requirements and details of existing international rotations. Results: In total, 57 programs responded (56% response rate) to the survey. An estimated 54% of all programs offered international rotations to their residents, and 94% of these programs obtained institutional approval. Additionally, 69% of these programs have received national approval. Conclusions: Institutional requirements for programs to provide international rotations vary significantly across institutions, which results in disparate experiences for residents and poses potential risks to international partners. This study will help promote transparency regarding international rotation requirements and better equip faculty to enhance international rotations that cater to the needs of the institution, residents, and most importantly, the host countries.

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