Gone, But Not Forgotten? Survey of Resident Attitudes Toward a Cultural Standardized Patient Examination for a General Surgery Residency Program

Yeung, Fanny; Yuan, Chloe; Jackson, David S.; Chun, Maria B J

doi:10.1089/heq.2017.0016

Cited by 6 publications

(3 citation statements)

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“…Existing studies on burnout have suggested that trainees’ experiences can alter motivation, job satisfaction, and quality of life over time . Based on feasibility and previous studies investigating the association between behavioral interventions and resident attitudes and perceptions, we chose the predetermined time frame of 5 to 6 months between survey administrations. Rationale for psychosocial constructs assessed and associated scales or subscales is provided in eAppendix 5 in Supplement 2.…”

Section: Methodsmentioning

confidence: 99%

“…Existing studies on burnout have suggested that trainees' experiences can alter motivation, job satisfaction, and quality of life over time. 17 Based on feasibility and previous studies investigating the association between behavioral interventions and resident attitudes and perceptions, 18,19 we chose the predetermined time frame of…”

Section: Study Instruments and Interventionsmentioning

confidence: 99%

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Effects of Gender Bias and Stereotypes in Surgical Training

et al. 2020

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IMPORTANCE Factors contributing to underrepresentation of women in surgery are incompletely understood. Pro-male bias and stereotype threat appear to contribute to gender imbalance in surgery.OBJECTIVES To evaluate the association between pro-male gender bias and career engagement and the effect of stereotype threat on skill performance among trainees in academic surgery. DESIGN, SETTING, AND PARTICIPANTSA 2-phase study with a double-blind, randomized clinical trial component was conducted in 3 academic general surgery training programs. Residents were recruited between August 1 and August 15, 2018, and the study was completed at the end of that academic year. In phase 1, surveys administered 5 to 6 months apart investigated the association of gender bias with career engagement. In phase 2, residents were randomized 1:1 using permuted-block design stratified by site, training level, and gender to receive either a trigger of or protection against stereotype threat. Immediately after the interventions, residents completed the Fundamentals of Laparoscopic Surgery (FLS) assessment followed by a final survey. A total of 131 general surgery residents were recruited; of these 96 individuals with academic career interests met eligibility criteria; 86 residents completed phase 1. Eighty-five residents were randomized in phase 2, and 4 residents in each arm were lost to follow-up.INTERVENTION Residents read abstracts that either reported that women had worse laparoscopic skill performance than men (trigger of stereotype threat [A]) or had no difference in performance (protection against stereotype threat [B]). MAIN OUTCOMES AND MEASURESAssociation between perception of pro-male gender bias and career engagement survey scores (phase 1) and stereotype threat intervention and FLS scores (phase 2) were the outcomes. Intention-to-treat analysis was conducted.RESULTS Seventy-seven residents (38 women [49.4%]) completed both phases of the study. The association between pro-male gender bias and career engagement differed by gender (interaction coefficient, −1.19; 95% CI, −1.90 to −0.49; P = .02); higher perception of bias was associated with higher engagement among men (coefficient, 1.02; 95% CI, 0.19-2.24; P = .04), but no significant association was observed among women (coefficient, −0.25; 95% CI, −1.59 to 1.08; P = .50). There was no evidence of a difference in FLS score between interventions (mean [SD], A: 395 [150] vs B: 367 [157]; P = .51). The response to stereotype threat activation was similar in men and women (interaction coefficient, 15.1; 95% CI, −124.5 to 154.7; P = .39). The association between stereotype threat activation and FLS score differed by gender across levels of susceptibility to stereotype threat (interaction coefficient, −35.3; 95% CI, −47.0 to −23.6; P = .006). Higher susceptibility to stereotype threat was associated with lower FLS scores among women who received a stereotype threat trigger (coefficient, −43.4; 95% CI, −48.0 to −38.9; P = .001).CONCLUSIONS AND RELEVANCE Perception of pro-male bias and ...

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Section: Methodsmentioning

confidence: 99%

Section: Study Instruments and Interventionsmentioning

confidence: 99%

Effects of Gender Bias and Stereotypes in Surgical Training

et al. 2020

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“…8,9 Students describe positive outcomes after experiencing different situations in a controlled setting where direct feedback is available. [9][10][11][12][13][14][15][16][17] Many studies show the value of SP encounters in health care using standardized empathy or communication assessments employed by a neutral observer. 6,7,9,13,[17][18][19][20][21] Within pediatrics, SP methodology is more readily applied to teach communication strategies when addressing caregivers.…”

Section: Introductionmentioning

confidence: 99%

Implementing Standardized Patient Caregivers to Practice Difficult Conversations in a Pediatric Dentistry Course

et al. 2022

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Introduction:Standardized patient (SP) methodology has been used in health professional education to help students develop communication, deeper diagnostic reasoning, and critical thinking skills. Few examples demonstrate the use of SPs to practice difficult conversations with pediatric caregivers in the pediatric dentistry literature. The objective of this educational activity was to describe the implementation of three SPs in a pediatric dentistry course for second-year dental students. Methods: We developed three SP encounters covering interactions with caregivers of an infant with severe early childhood caries, an adolescent on the path to gender affirmation, and a child with autism and dental caries whose caregiver was resistant to fluoride-and silver-containing dental materials. We describe the case design process, rubric construction and calibration, student debriefing, and pandemic modifications. We evaluated the effectiveness of the implementation by thematic analysis of student reflections following each encounter using a qualitative descriptive framework. Results: Eighty-three students completed each encounter. Qualitative analysis showed that students preferred a more realistic encounter by having a child or other distraction present. Students relied on different elements of motivational interviewing depending on the objective of each encounter and the age of the patient. Overall, the SP encounters were well received by students and faculty as an alternative or supplement to traditional student evaluation methods. Discussion: We noted a number of lessons learned about implementing SP methodology in pediatric dental education. With these experiences now in place, future evaluations should measure student performance in the SP encounters against student performance during clinical care.

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