The challenges of the residency recruitment process have now come become the center point of a critical dialogue. In light of these challenges and guided by data and the principles of equity and safety, the APDS made recommendations to address the noted challenges for the 2021-2022 residency recruitment cycle. Understanding these are first steps of many, these steps require analysis, renegotiation, and revision to continue to improve and advance the recruitment process of the future. This article is intended for residency program directors and medical students. Specific learning objectives include:
Surgical palliative care has garnered increasing attention from both surgical residents and practicing surgeons. Despite surgeons’ growing interest in palliative care, there is a lack of readily accessible information to guide educators and residents about how to integrate hospice and palliative medicine (HPM) training into a surgeon’s career. This article provides necessary guidance and resources for surgical education program leaders, clinician-educators who mentor surgical residents, and medical students and residents interested in surgery and palliative care. Our primary aim is to empower surgical educators to effectively mentor learners seeking to incorporate palliative medicine into their skill sets and careers. Specific learning objectives include:
Reviewing qualitative education research requires a specific approach to understanding and interpreting data. This approach includes having a broader understanding of proof than required when reviewing quantitative studies. Surgeons can develop skills to evaluate and review qualitative education literature. This article is intended for surgical residents, clinician-educators, education-scientists, and surgeons who want to develop skills for qualitive education literature review. Specific learning objectives include:
This article challenges all lifelong learners to think differently about the mastery of surgery by exploring eight key points about the psychology of expertise based on the work of one leader in the field, Anders Ericsson, PhD. The intended audience for this article includes students, residents, and attending physicians who are invested in advancing the science of education in surgical training. After reading this article, you should be able to:
Although very few surgery-related cases that involve residents enter the legal system, it is imperative for residents to understand the factors that lead to litigation and what they can do to minimize their risk. In this article, we will provide an overview of tort law and address what residents need to know to avoid being named in a lawsuit. This article is intended for all surgical residents who have direct involvement in patient care. The objectives of this article are to describe:
Many residents interrupt their clinical training to pursue other professional interests full time. This article is intended for surgical educators involved in graduate medical education who are interested in supporting these residents as they transition back to clinical patient care. The objectives of this article are to describe:
This article is intended for surgical educators who have a role in generating assessments or interpreting their results. A trainee’s true performance or knowledge can never be directly measured. Instead, assessment scores serve as a proxy for this truth. Whenever an assessment is completed, error is introduced. Reliability measurements quantify this assessment error. Test-Retest, Internal-Consistency, and Intraclass Correlations are examples of reliability measurements that can quantify the consistency of assessment results. The article has the following learning objectives:
This article offers guidance to health care leaders that the need to urgently adapt non-clinical activities to comply with social distancing guidelines provides a unique opportunity to invest in high-quality virtual continuing professional development for practicing physicians, trainees, and students. The intended audience for this article is health system leaders, surgical leaders, surgical educators, frontline surgeons, and new graduates from surgical training. The learning objectives of this article are to:
2020
Passing the Virtual Tissue: Tips and Tricks for Breaking Bad News Using Virtual Communication
(Posted December 2020)
Renee Cholyway, MD; Susan Haynes, MSW, MEd; and Emily Rivet, MD, MBA
The COVID-19 pandemic caused an abrupt change in communication practices for physicians and health care providers. This article offers guidance on breaking bad news using technology. The intended audience for this article is clinicians who participate in emotionally laden conversations with patients and families, specifically, surgeons at all stages of training, experience, and practice. The learning objectives of this article, are to:
- Recognize the importance of learning communication strategies that permit physical distancing given ongoing concerns related to the COVID-19 pandemic
- Identify the SPIKES protocol as a model for breaking bad news that can be applied both to in-person and physically distanced interactions
- Understand the importance of specific preparation for breaking bad news using technology, such as preparing for the discussion and developing a personal strategy for conveying empathy when physically remote
Telehealth and the New Normal: Maintaining Bedside Teaching Concepts in a Virtual Environment
(Posted November 2020)
Carl Gustaf S. Axelsson, MD, MPhil, MMSc; Michael G. Healy, EdD; Roy Phitayakorn, MD, MHPE
For clinician-educators, the COVID-19 worldwide pandemic has introduced both challenges and opportunities in maintaining a productive learning environment. As the world moves towards a “new normal,” educators will need to convert high-quality bedside teaching, to equally high-quality “webside teaching.’ The intended audience for this article is surgical residents, surgical educators, and medical students. After reading this article, the reader will be able to do the following:
- To explain the fundamentals of telehealth
- To describe basic actions that can be taken by medical students, residents and attending physicians when transitioning from a bedside to webside
- To summarize the rationale for these basic actions that can be taken in surgical education when transitioning from a bedside to webside
Machines for Surgical Education? A Review of Applications of Deep Learning for Training and Assessment
(Posted October 2020)
Amin Madani, MD, PhD; Daniel A. Hashimoto, MD, MS; Adnan Alseidi, MD, EdM, FACS; Maria S. Altieri, MD, MS
AI is the study of mathematical algorithms that strive to replicate cognitive functions, such as reasoning, problem solving, decision making, and object and speech recognition. Deep learning and computer vision can have significant applications in surgical education—both for training and assessment purposes, including for automated coaching and deliberate practice, intra-operative decision making, and performance assessment. The intended audience for this article is residency and fellowship program directors in surgery, other educators in surgical disciplines, and medical student or resident applicants in surgical disciplines. After reading this article, the reader will be able to do the following:
- Describe the fields of artificial intelligence (AI) and deep learning.
- List three ways AI can be used in surgical education.
- List five practical challenges scientists and educators face for incorporating AI into contemporary models of surgical training.
- Describe the ethical and legal issues related to using AI in surgical education.
New Dog, Old Tricks: Tips on Mitigating Implicit Bias in the Virtual Interview Space
(Posted October 2020)
Alaina D. Geary, MD; Jad M. Abdelsattar, MD; Tania K. Arora, MD; Kari M. Rosenkranz, MD; Peter Yoo, MD, FACS; Valentine N. Nfonsam, MD, MS, FACS; Lilah F. Morris-Wiseman, MD, FACS
The intended audience for this article is residency and fellowship program directors in surgery, other educators in surgical disciplines, and medical student or resident applicants in surgical disciplines. This article offers practical tips to help program leadership address implicit bias in the virtual interview setting. After reading this article, the reader will be able to do the following:
- Define implicit bias and recognize how it might influence the virtual recruitment process
- Understand the rationale behind best practice implicit bias mitigation strategies
- Apply implicit bias mitigation strategies to the virtual interview setting
Using SCORE for Distance Learning for Surgical Residents in the COVID-19 Era
(Posted August 2020)
Shanley Besett Deal, MD, Paul K. McGaha II MD, MSc, Amit R.T. Joshi, MD, FACS, Mary E. Klingensmith, MD, FACS
This article is intended for surgical educators, residents in training, surgery program directors and administrators, as well as faculty who are interested in virtual or distance learning opportunities in response to the COVID-19 pandemic. The specific objectives are:
- Recommend methods for utilizing SCORE for distance learning
- Highlight opportunities for coupling SCORE with other resources for comprehensive remote learning
Effective Intraoperative Teaching: From Theory to Practice
(Posted July 2020)
Jordan D. Wood, MD; V. Prasad Poola, MBBS, FACS; John D. Mellinger, MD, FACS
The intended audience for this article is teaching faculty surgeons, program directors, surgical educators and senior residents in all disciplines of surgery. This article aims to show readers how to develop simple yet effective evidence-based strategies to improve the quality of intraoperative teaching. After reading this article the reader will be able to:
- Understand and implement the very effective yet simple “BID Model” (briefing, intraoperative teaching, and debriefing) for intraoperative teaching.
- Provide scaffolded autonomy to residents in the operating room.
- Understand the importance and principles of feedback to residents with regard to their operative learning.
Navigating the Educational Upheaval Due to COVID-19
(Posted June 2020)
Paul J. Schenarts, MD, FACS
The intended audience for this article includes general surgery program directors, general surgery clerkship directors, general surgery residents, medical students, and designated institutional officials. The specific learning objectives of the article are to:
- Outline the educational impact COVID-19 has had on medical students and general surgery residents.
- Summarize changes to the clinical experiences of medical students, the residency interview cycle, completion requirements for general surgery residency, and American Board of Surgery certification.
- Provide guidance to educational leaders and learners about the recent changes allowed by regulatory agencies as a result of COVID-19
The article includes the following learning points:
- In the setting of the COVID-19 pandemic, the goals of national educational and regulatory agencies are to maintain patient and learner well-being, decrease learner anxiety, safeguard educational equity of resident applicants, and maintain requirements for medical school graduation and residency completion that ensure patient safety.
- For medical students, COVID-19 has resulted in changes to the pre-clinical and clinical experiences, postponed USMLE testing, decreased opportunities for away, audition rotations, timing of the residency interview cycle, and how residency interviews will occur.
- COVID-19 has resulted in modifications to the requirements for completion of general surgery residency, some ACGME, RRC regulations, and prerequisites for taking the American Board of Surgery examinations.
These Three Practical Tips Can Help You Use the Neuroscience of Learning to Successfully Prepare for the ABSITE Exam
(Posted April 2020)
Carl Gustaf S. Axelsson, MD, MPhil, MMSc, Michael G. Healy, EdD, Roy Phitayakorn, MD, MHP
This article describes several self-directed learning techniques as a tool to better prepare residents for American Board of Surgery In-Training Examination (ABSITE) examination. This article is intended for surgical residents, program directors in surgery, and surgical educators. The specific learning objectives of the article are to:
- Describe the basic features and rationale of three neuroscience of learning concepts (testing effect, retrieval practice, and interleaving).
- Describe how these concepts have been shown to be effective in improving learning.
- Provide specific examples of how these can be used and leveraged by residents and faculty in preparation for ABSITE.
Six Steps to Engage Residents in Quality Improvement Education
(Posted January 2020)
Neha R. Malhotra, MD; Ashley Vavra, MD; Robert E. Glasgow, MD; Brigitte K. Smith, MD
This article reviews the basic tenets of quality improvement in health care and the importance of these concepts to the practice of surgery in the current health care system. This article is intended for surgical trainees, surgeons, and other members of the health care workforce, especially those involved in medical education or those who hold leadership positions. The specific learning objectives of the article are to:
- Define quality and quality improvement (QI) and discuss why it is critical to teach QI principles to residents
- Discuss barriers to designing effective QI curricula for residents
- Provide strategies for engaging residents in learning QI principles through active participation in QI projects
2019
How the Personal Characteristics of Grit and Resilience Relate to Surgeon Well-Being
(Posted November 2019)
Britta Han, MD, MsEd; Arghavan Salles, MD, PhD
This article is intended for surgical trainees, surgeons, and other members of the health care workforce, especially those involved in medical education or those who hold leadership positions. The specific learning objectives of the article are:
- Define grit and resilience within the context of surgical training and the field of surgery
- Highlight the problem of placing responsibility of increasing grit and resilience solely on the individual surgical trainee in the context of an already high-stakes, high-stress, and high-demand specialty and profession
- Provide suggested strategies to optimize grit and resilience in surgical trainees
Easing the Transition to Surgical Residency: The ACS/APDS/ASE Resident Prep Curriculum
(Posted October 2019)
Jeremy M. Lipman, MD, MHPE, FACS, FASCRS; Kyla Terhune, MD, MBA, FACS; George Sarosi, Jr., MD, FACS; Rebecca Minter, MD, FACS; Ajit K. Sachdeva, MD, FACS, FRCSC, FASCME; Keith A. Delman, MD, FACS
This article is intended for those who work in undergraduate and graduate surgical education; in particular, those who work at the transition between these two educational domains. The article has the following learning objectives:
- Describe the benefits of surgery residency preparatory courses
- Recognize the resources available from the ACS/APDS/ASE Residency Prep Curriculum
- Evaluate the future role residency prep courses may play in competency decisions
How to Develop and Utilize Cognitive Learning Theory-Supported Mind Maps for Health Professional Students and Educators
(Posted August 2019)
Pablo Buitron de la Vega, MD, MSC; Maria Jose Sanchez, MD; Roy Phitayakorn, MD, MHPE; Lindsay Demers, MS, PhD; and Wazir Kudrath, MD
This article is intended for faculty and health professional students at any level of training—medical students, residents—of any health profession. This information may specifically benefit learners who are interested in using technology-based learning tools but may lack the background in cognitive learning theory to apply these tools effectively. The article will:
- Describe and define a graphic organizer of ideas called a “mind map”
- Provide a guide, supported by cognitive learning theory, for developing mind maps that can be used in health professional education
Develop a Game Plan to Educate and Prepare Residents for an Intraoperative Crisis
(Posted July 2019)
Paul J. Schenarts, MD, FACS, and Brett H. Waibel, MD, FACS
This article is intended for attending surgeons, surgical educators, and senior residents on how to prepare for an intraoperative crisis. After reading this manuscript, the reader will be able to:
- Develop a series of common “war game” scenarios to teach residents how to react during an intraoperative crisis
- Conduct a formal after-action review
- Incorporate lessons learned from the after-action review into future war games
How to Prepare Students for the Surgical Residency Interview
(Posted June 2019)
Sophia K. McKinley MD, EdM; John T. Mullen, MD, FACS; and Roy Phitayakorn, MD, MHPE, FACS
This article is intended for surgical educators involved in undergraduate medical education who are interested in better understanding the surgical residency interview process and increasing the interview preparedness of medical students applying for a residency position in the field of surgery. The objectives of this article are to:
- Describe the importance of the interview in the surgical residency selection process
- Describe the potential challenges and pitfalls for students in the surgical residency interview
- Describe a workshop that is intended to prepare students for the surgical residency interview
How to Define and Address Gender Discrimination and Sexual Harassment in Surgical Training
(Posted April 2019)
Anna Alaska Pendleton, MD; Taylor M. Coe, MD; and Noelle N. Saillant, MD, FACS
This article is intended for surgical trainees, surgeons, and other members of the health care workforce, and is particularly relevant to those involved in medical education or those who hold leadership positions. The objectives of this article are to:
- Define gender discrimination (GD) and sexual harassment within the context of surgical training
- Describe the prevalence, form, and impact of GD encountered by surgical trainees
- Provide strategies for addressing and preventing GD
Seeking to Enhance Surgical Resident Wellness Using Complications Small Groups and Shadowing
(Posted March 2019)
Heidi Allespach, PhD; Carl I. Schulman, MD, PhD; Maymoona Attiyat, MD; Gerd D. Pust, MD; and Danny Sleeman, MD
This article is intended for surgery program directors and faculty who are interested in learning about specific ways to integrate interventions which may enhance resident wellness into their programs. The objectives of this article are to:
- Demonstrate the importance of developing multidimensional wellness programs for surgical residents
- Explain two targeted strategies which may enhance surgeon wellness
- Illustrate how to integrate these interventions into surgical residency programs
How to Incorporate Multimedia Learning in Didactic Sessions
(Posted February 2019)
Naomi M. Sell, MD, MHS, and Denise W. Gee, MD, FACS
This article is intended for surgical educators but has broad applicability to all health care educators interested in didactic session design. After reading this article, surgical educators will be able to:
- Explain the recall learning theories of dual coding and cognitive load that influence learner retention in multimedia learning
- Describe Mayer’s Principles of Multimedia Learning and how to properly integrate audio and video tools within didactic presentations
- Utilize research-proven ergonomic principles of multimedia design to develop optimal presentations for resident learning
2018
How to Understand and Address the Marginalization of Medical Students in the Surgical Clerkship
(Posted December 2018)
Sophia K. McKinley, MD, EdM, and Roy Phitayakorn, MD, MHPE
This article is intended for surgical educators involved in undergraduate medical education, including the surgical clerkship and surgical educators involved in graduate medical education, who are interested in improving the interest and preparedness of medical students entering the field of surgery. The objectives are to:
- Describe the potential for inadvertent medical student marginalization in the surgical clerkship
- Describe the consequences of medical student marginalization for the field of surgery
- Describe several possible solutions to increase student engagement and involvement in the surgical clerkship
Reframing the Value of Resident Education: How Much Would It Cost to Not Train Residents?
(Posted November 2018)
Andrew J. Medvecz, MD; Timothy J. Vogus, PhD; and Kyla P. Terhune, MD, MBA
This article is intended for general surgery faculty, program directors, and residents; hospital administrators; and Medicare and Medicaid policymakers. The objectives are to:
- Assess the costs and benefits of graduate medical education (GME) and surgical resident training
- Summarize the economic impact that reducing GME funding would have on a hospital system
- Detail specific benefits of residents for revenue generation and service provision for a medical center
Enhancing Surgeon Wellness: Integrating a Multidimensional Behavioral Medicine Approach into a General Surgery Residency Program
(Posted October 2018)
Heidi Allespach, PhD; Danny Sleeman, MD, FACS; Gerd D. Pust, MD, FACS; and Carl I. Schulman, MD
This article is intended for surgical program directors and faculty who are interested in learning about specific ways to integrate a “surgeon wellness” curriculum into their programs. The objectives are to:
- Understand the importance of developing multidimensional wellness programs for surgical residents
- Describe targeted strategies that directly and indirectly enhance surgeon wellness
- Assist readers in generating new ideas regarding how to integrate a wellness curriculum into their programs
Making Average Performance Excellent: Mental Skills for Performance Enhancement
(Posted September 2018)
Nicholas E. Anton, MS, and Dimitrios Stefanidis, MD, PhD, FACS, FASMBS
This article is intended for those interested in learning about the impact of stress on surgical performance and strategies to help surgeons cope with stress. The objectives are to:
- Describe the various ways in which our current selection system is costing both applicants and programs
- Identify the impact of stress and burnout on surgical performance and providers’ effectiveness
- Define mental skills and discuss how they can reduce stress and optimize performance
- Identify how mindfulness can reduce and prevent burnout
- Provide recommendations for implementing mental skills training in surgical education
Implementing Scientific Tools into the Selection Process: It’s About Respecting Our Newest Colleagues
(Posted August 2018)
Aimee K. Gardner, PhD, and Brian J. Dunkin, MD, FACS
This article is intended for those interested in learning more about how advances in selection science can benefit training programs and applicants. This may be of particular interest to residency and fellowship program directors. The objectives are to:
- Describe the various ways in which our current selection system is costing both applicants and programs
- Provide resources and examples of how advances in selection science can benefit training programs and applicants
- Discuss ideas for next steps in advancing selection efforts in surgery
It’s Time to Address Student Mistreatment
(Posted July 2018)
Brittany N. Hasty, MD; Elena Brandford, MD; James N. Lau, MD, MHPE
This article is intended for members of the surgical learning environment who serve a role in educating medical student trainees. We propose the following learning objectives for this article:
- Recognize that medical student mistreatment is pervasive and prevalent
- Acknowledge and accept a broader definition of medical student mistreatment
- Identify faculty, residents, or fellow advocates for medical students in the surgical learning environment
- Provide safe reporting methods for students without consequences to their evaluations
Work-Life Integration: Being Whole at Work and at Home
(Posted June 2018)
Heather J. Logghe, MD; Sara Scarlet, MD; Christian D. Jones, MD, MS; and Rajesh Aggarwal, MD, PhD
This article is intended for surgeons and surgical trainees, but has broad applicability to anyone with an affiliation to health care, with particular relevance to those who train residents and/or hold leadership positions. After reading the article, surgeons will be able to:
- Define work-life integration and why it is preferable to work-life balance
- Describe the impact of technology and culture change on work-life integration
- Describe the role of social media, leadership and role modeling, and inclusive definitions of family in promoting healthy work-life integration
Continuum or Chasm: Using Assessment Strategies to Bridge the UME and GME Divide
(Posted May 2018)
Kimberly Brown, MD, FACS, and Emil Petrusa, PhD
This article is intended for clerkship directors, leaders in Undergraduate Medical Education (UME), and residency program directors who are interested in the current state and evolving innovations in assessing clinical skills of trainees during the transition between medical school and residency. This article seeks to:
- Describe Entrustable Program Activities (EPAs) as the emerging framework for longitudinal clinical skills training and assessment across the continuum of UME and Graduate Medical Education (GME)
- Review workplace-based assessments in general as a key clinical skills assessment methodology
- Summarize other existing and emerging strategies for assessing skills across the UME to GME continuum
Surgical Coaching
(Posted April 2018)
Kara Vande Walle, MD, and Caprice Greenberg, MD, MPH, FACS
This article is intended for those interested in learning more about how surgical coaching and peer coaching can improve a surgeon’s performance and how to develop a surgical coaching program. The objectives are to:
- Describe the innovation of surgical coaching for professional development
- Discuss the use of expert and peer coaching for medical students, surgical trainees, and practicing surgeons
- Offer guidance on the creation of a surgical coaching program
The Flipped Classroom: Abandon the Sage on the Stage, and Embrace the Guide on the Side
(Posted February 2018)
Catherine E. Lewis, MD, MEd
This article is intended for educators interested in creating a more active and student-centered learning environment. The objectives are to:
- Appreciate the limitations of passive traditional lectures and describe the benefits of active learning
- Understand the flipped classroom methodology and how it facilitates adult, constructivist-inspired, active learning
- Become familiar with some of the current literature supporting the flipped classroom’s use in medical education
- Recognize key factors and resources available for successful implementation of a flipped classroom
The Various Roles of Simulation throughout the Surgeon Lifecycle
(Posted January 2018)
Jennifer Perone, MD; Nicholas E. Anton, MS; and Aimee K. Gardner, PhD
The article is intended for those interested in learning more about the various uses of simulation for training and assessment throughout a surgeon’s career. This information may be of particular interest to simulation educators and researchers. The objectives are to:
- Describe the various purposes of simulation for surgeon assessment and training
- Provide resources and examples of how simulation has been used within each phase of a surgeon’s career
- Discuss how simulation can is also used for surgeons in practice
2017
Pushing the Edges of the Box: Creating Focused Training within a General Surgery Residency
(Posted November 2017)
Kyla Terhune, MD, MBA, FACS, and John Mellinger, MD, FACS
This article is intended for program directors in surgery interested in knowing the available options to focus the terminal training of residents. It will help the reader understand the following:
- Both the ACGME and ABS allow significant latitude for program directors to individualize rotations for residents, even without a specific application for flexibility.
- When a specific flexibility application is needed.
- The advantages to trainees, faculty, programs, and patients of individualizing rotations and setting trainees up to be “practice ready.
The Language of Progressive Autonomy: Using the Zwisch Scale for More Than Just Assessment
(Posted October 2017)
Brian C. George MD, MAEd
This article is intended for those interested in learning more about a framework for teaching faculty how to grant more autonomy to residents. This may be of particular interest to program directors and surgical educators whose primary academic appointment relates to education. The objectives are to:
- Describe a framework that allows faculty to grant increased levels of autonomy to residents in the operating room
- Discuss the four levels of the Zwisch scale and the amount of guidance provided by faculty during each level
- Specify how the Zwisch scale can be used in each of the three phases of the Briefing, Intraoperative Teaching and Debriefing (BID) Model
Burnout in Surgery
(Posted August 2017)
Jacob Moalem, MD, FACS
This article is intended for surgeons and surgical trainees, and has broad applicability to anyone with an affiliation to medicine, with particular relevance to anyone who holds leadership or administrative responsibilities. The objectives are to:
- Define burnout and outline risk factors and prevalence
- Describe the impact and consequences of burnout
- Suggest ways of preventing or mitigating its adverse effects
Improving Autonomy in General Surgery Resident Training
(Posted July 2017)
Jason W. Kempenich, MD, FACS; and Paul J. Schenarts, MD, FACS
This article is for anyone with a stake in general surgery resident education including faculty, residents, policymakers, patients, and the general public. The objectives are to:
- Understand the parties with a stake in general surgery resident education and the cooperation required to improve the quality of graduates
- Understand the barriers to resident autonomy in general surgery education and the potential for solution
Entrustable Professional Activities (EPAs) and Applications to Surgical Training
(Posted June 2017)
Brenessa Lindeman, MD, MEHP; Emil Petrusa, PhD; and Roy Phitayakorn, MD, FACS, MHPE
This synopsis covers Entrustable Professional Activities (EPAs) and their relationship to competencies and milestones within the context of surgical education. It may be of particular interest to surgeons and educators whose primary role is in teaching and training medical students and surgical residents. The objectives are to:
- Review the available literature about EPAs including theoretical grounding and relationships to other educational frameworks including competencies and milestones
- Describe current uses of EPAs and how they are being integrated into medical education curricula
- Examine some of the limitations to this approach and directions for further research and application of EPAs
Create a Surgical Faculty Compensation Plan that Supports the Educational Mission
(Posted May 2017)
David A. Rogers, MD, MHPE, FACS, FAAP
This study is for anyone interested in developing a compensation program that supports the educational mission within a surgical unit and may be of particular interest to surgeons whose primary academic activity is education. The objectives are to:
- Review the experience with systems that were designed to quantitate educational activities for the purpose of creating a compensation program
- Describe some of the limitations of the existing scholarship on academic surgeons’ compensation programs
- Offer some practical guidelines for developing this type of compensation program
