Background: The purpose of this Web-based survey was to elucidate the current perspectives of plastic surgery residency program directors on training residents to perform gender-affirming surgery.
Methods: Web-based surveys were distributed to 79 plastic surgery program directors. Demographic information and perspectives on training of gender-affirming surgery in plastic surgery residency were queried.
Results: Of 79 distributed surveys, there were 43 responses (54 percent). Overall, program directors reported that their trainees were prepared to address plastic surgery-related transgender concerns (67 percent), and believe plastic surgeons are the most appropriate specialty referral for each type of gender-affirming surgery (top/chest, 98 percent; facial, 95 percent; and bottom/genital, 79 percent). Ninety-three percent of program directors noted that transgender surgery is becoming more accepted and/or practiced in their referral area, with 26 percent reporting a dedicated clinic experience. There was a mixed response on the need for additional fellowship training for gender-affirming surgery. Residents are exposed to significantly more bottom (p = 0.0018), top (p = 0.0013), and facial operations (p = 0.00005) if they rotate through a "gender" clinic.
Conclusions: Of the queried program directors, the majority feel their residents are well-trained in gender-affirming surgery. However, residents have more clinical exposure in facial and top (chest) gender-affirming surgery as compared to bottom (genital) surgery. Although most program directors agree that plastic surgeons are the most important referral for top, bottom, and facial operations, there is less consensus over the role of fellowship training. Most program directors reported a desire to devote additional CME time to the topic in the coming years.
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http://dx.doi.org/10.1097/PRS.0000000000006426 | DOI Listing |
J Phys Ther Educ
January 2025
John J. DeWitt is the associate director, education and professional development and associate clinical professor in the Rehab Services at The Ohio State University Wexner Medical Center, and School of Health & Rehabilitation Sciences, College of Medicine, The Ohio State University, 453 W 10th Ave, Rm 516, Columbus, OH 43210 Please address all correspondence to John J. DeWitt.
Introduction: Emerging evidence shows positive impact of postprofessional physical therapy education (residency and fellowship) specific to participants; however, outcomes on organizational impact are largely unknown. The purpose of this project was to describe the impact residency and fellowship training has on financial metrics. A secondary purpose of this case study was to describe trends associated with higher productivity.
View Article and Find Full Text PDFJ Physician Assist Educ
January 2025
Tonya C. George, PhD, MSHS, MSPH, PA-C, DFAAP, is a assistant professor, Doctor of Medical Science Program, School of Health and Rehabilitation Sciences, University of Pittsburgh, Pittsburgh, Philadelphia.
Neurodiversity, encompassing conditions such as autism spectrum disorder, attention-deficit/hyperactivity disorder, and dyslexia, represents a significant and often under-recognized segment of the population, including within science, technology, engineering, mathematics, and medicine fields like medicine. Neurodiverse individuals possess unique skills, including enhanced creativity, analytical thinking, and meticulous attention to detail, which are valuable in health care professions. However, failure to recognize and support these individuals can result in missed opportunities, social isolation, and mental health challenges.
View Article and Find Full Text PDFJ Physician Assist Educ
January 2025
Erin E. Chalmers, DMSc, MSPAS, PA-C, DFAAPA, is an associate professor and associate program director of Department of Physician Assistant Studies, Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky.
Introduction: Creating a successful remediation plan for physician assistant/associate students comes with its challenges, particularly because of the limited time available for both faculty and students. In an accelerated 24-month program, the pace of the curriculum leaves little time to fall behind in mastering knowledge and skills. One possible solution is appointing an adjunct faculty member to serve as a dedicated Remediation Specialist (RS) to focus solely on student remediation.
View Article and Find Full Text PDFJ Physician Assist Educ
January 2025
Janice Sabin, PhD, MSW, is a research professor of Department of Biomedical Informatics and Medical Education, School of Medicine at University of Washington, Seattle, Washington.
Introduction: As new equity, diversity, and inclusion programs emerge in physician assistant/associate (PA) education, there is a need to assess baseline levels of implicit and explicit biases among PA preceptors' and trainees. The objectives of this study were (1) to measure implicit and explicit race (Black/White) and weight (fat/thin) biases among PA preceptors and trainees and (2) to identify potential gaps in PA preceptor and trainee education.
Methods: This is a cross-sectional study of PA preceptors and trainees from one program operating in several US states; implicit and explicit race and antifat biases and receipt of prior education were measured.
Alzheimer Dis Assoc Disord
January 2025
Department of Psychiatry, University of Michigan, Ann Arbor, MI.
Objectives: Many individuals with dementia with Lewy bodies (DLB) die of disease-related complications, but predicting the end of life can be challenging. We identified a phenotype associated with approaching end of life.
Methods: We present 4 exemplar cases where individuals with DLB experienced refractory psychosis before death.
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