Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES): A Pipeline for Increasing Heterogeneity in Surgery

Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES): A Pipeline for Increasing Heterogeneity in Surgery | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES): A Pipeline for Increasing Heterogeneity in Surgery Michael Mensah-Mamfo, Paula Viza Gomes, Alexandria L. Soto, Rebecca A. Zasloff, and 6 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6969454/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract Purpose Despite the importance of representation, diversity within the surgical field has remained largely unchanged. To aid in addressing this, the Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) was founded with the goal of providing early exposure and mentorship to URiM students within the field of surgery. Method First-year URiM medical students were paired one-on-one with surgical faculty who volunteered to serve as mentors. Mentees joined mentors in clinic, the operating room, and for career development meetings over a 7-month period. Surveys and publicly available institutional match data were used to collect information on ASPIRES’ influence on participants to pursue a surgical residency and corresponding match outcomes. Results Responses from 35 URiM students from the first two graduating ASPIRES cohorts (2021 and 2022) were included. Overall, 19 of 27 students (70%) matched into surgery. From the class of 2021, 11 of 17 students (64%), and from the class of 2022, 8 of 10 students (80%), matched into surgical subspecialties, respectively. The majority (83%) of participants who matched into surgery responded to our electronic survey and reported that ASPIRES significantly influenced their decision to pursue a surgical career. Conclusions ASPIRES aims to address the persistent lack of diversity in surgery by strengthening the pipeline of students applying into surgical specialties through early exposure and mentorship. With over two-thirds of our inaugural ASPIRES cohort applying to or matriculating into surgical residencies, we demonstrate the potential of this pipeline program to facilitate diversification of the surgical field. Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Introduction Despite growing awareness of the importance of representation in medicine, there has been a persistent disproportionate number of Black and Hispanic/Latinx academic surgeons in comparison to other groups in the US.[ 1 ] In an article examining representation across surgical faculty, Iwai et al. found that individuals identifying as Asian, Black, Hispanic/Latinx, or multiracial/ethnic consistently made up a minority of faculty across all academic surgical ranks.[ 2 ] While there is modest representation at the instructor and assistant professor levels, diversity markedly declines at senior ranks. Only 7% of surgical faculty in the United States identify as underrepresented in medicine (URiM), which has remained relatively stagnant despite national efforts to diversify the physician workforce.[ 3 ] Specifically, Black and Hispanic/Latinx faculty remain particularly underrepresented in departmental leadership positions, suggesting that there exist persistent structural barriers to advancement. It is well documented that increasing representation within medicine promotes equity and enhances patient outcomes, trust, and satisfaction.[ 4 – 11 ] One strategy for improving representation is the implementation of intentional programming to support early career development and long-term retention in surgical academia[ 2 , 12 – 15 ]. Another is the creation of pipeline programs for URiM students. Programs designed to recruit and support these students throughout their medical education have shown promise in addressing existing disparities.[ 16 ] Among the most effective strategies are longitudinal mentorship, early clinical exposure, and holistic professional development.[ 1 , 14 , 17 – 20 ] However, there remains a paucity of data on the long-term impact of such programs, particularly regarding specialty choice and residency match outcomes. In this study, we describe the early outcomes of a novel program called Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) and evaluate its early potential for increasing the representation of medical students applying to surgical residencies through retrospective survey administration and publicly available match results. Methods Program Organization The ASPIRES program was launched at our institution in 2021 to address the lack of representation in surgery. ASPIRES pairs first-year medical students from URiM backgrounds with surgical faculty mentors, offering a structured curriculum to expose students to surgical specialties early in their medical training and equip them with the resources to become excellent surgeons with the ultimate purpose of increasing representation in the field. Faculty mentors are paired with first-year medical students interested in surgical careers for a longitudinal period of 7 months. Mentorship experiences are facilitated through monthly goals and opportunities for patient-centered experiences. Mentorship pairs are encouraged to maintain their professional relationship beyond the duration of the program if so desired. Faculty recruitment is based on volunteer interest and evidence of commitment to mentorship. Historically, the recruitment of mentees has been within the local chapters of the Student National Medical Association (SNMA) and the Latino Medical Students Association (LMSA). However, moving forward, ASPIRES is expanding to other affinity groups to recruit a more representative cohort. Program Curriculum Initially, mentor-mentee dyads were randomly paired. However, after participant feedback, a consensus was reached to match mentees with mentors in similar fields of interests to optimize the productivity of the relationship. Mentors were expected to attend the kick-off event, coordinate 30–60-minute monthly meeting with the mentee, arrange a minimum of 2 operating room experiences and 1 clinical experience, and provide feedback to the mentee at least once during the duration of the program. In turn, mentees were expected to attend the kick-off event, complete one 30-60 minute monthly meeting with their mentor, participate in a minimum of 2 operating room experiences and 1 clinical experience, attend monthly panels and skills workshops, and utilize provided resources to prepare for clinic and operating room experiences with their mentors. Once matched, student-mentor pairs were provided with the ASPIRES curriculum ( Table 1 ), a resource designed to serve as a structured content guide throughout the program. Data Collection Data from participants were collected via retrospective surveys administered electronically to the ASPIRES alumni class of 2021 and 2022, and through publicly available institutional match results. Survey questions collected data on self-reported demographics, surgery clerkship experience, mentorship experiences, scholarly year activity experience, specialty choice, and the impact of ASPIRES on their medical school journey ( Supplemental Table 1 ). However, our analysis focuses primarily on the survey question related to the influence of ASPIRES on matched participants’ decision to pursue a surgical residency (Table 2) and match outcomes for all alumni. Where appropriate, responses from participants were recorded on a 5-point likert scale ranging from Strongly Disagree (1) - Strongly Agree (5). Statistical Analysis Descriptive statistics were performed to summarize match outcomes and self-reported program impact among ASPIRES participants. Categorical variables are reported as numbers and corresponding percentages [n(%)]. Results Among the total of 23 survey respondents from the 2021 (n=13) and 2022 cohorts (n=10), 15 (65%) identified as Black or African American, 6 (26%) Hispanic or Latino, and 3 (13%) as both Hispanic and White. The majority of participants identified as female [17 (74%)] ( Table 3 ). There have been 5 mentor-mentee cohorts since ASPIRES began ( Table 4 ). The residency match outcomes from the first two ASPIRES cohorts (2021 and 2022), including match results and specialty choice, are as follows: For the inaugural 2021 cohort, which included 19 mentor and mentee pairs, 5 (26%) of mentees matched into surgical specialties in the 2024 residency match. Four (21%) matched into non-surgical fields, and 10 (53%) pursued an additional year of scholarly activity ( Figure 1 ). Specialties matched include orthopedic surgery, general surgery, obstetrics and gynecology, anesthesia, radiology, and medicine ( Figure 2 ). For students who participated in the 2025 match cycle from the same inaugural cohort (n=10), 6 (60%) matched into surgical specialties, 2 (20%) into non-surgical specialties, and 2 (20%) pursued a dedicated research year ( Figure 3 ). Specialties matched included orthopedic surgery, general surgery, obstetrics and gynecology, plastic surgery, pediatrics, and a transitional year position ( Figure 4 ). Among the 17 students from the 2022 cohort, 8 (47%) matched into surgical specialties, 2 (12%) matched into non-surgical specialties, and 7 (41%) pursued additional scholarly activity ( Figure 5 ). Specialties matched included orthopedic surgery, general surgery, obstetrics and gynecology, ophthalmology, urology, otolaryngology, and emergency medicine. ( Figure 6 ) Overall match results revealed that 11 (64%) of students from the 2021 cohort and 8 (80%) from the 2022 cohort ultimately matched into surgical specialties ( Figure 7 ). Furthermore, 10 (83%) of participants who matched into surgical specialties from the 2021 and 2022 cohorts and responded to our electronic survey (n=12) reported that ASPIRES positively influenced their decision to pursue a surgical career. Conclusions The ASPIRES program represents a promising pipeline initiative aimed at increasing representation in surgical specialties through structured mentorship, early clinical exposure, and professional development. Since its inception, the ASPIRES program has enjoyed strong institutional support from the surgery department and surgical faculty, which have been the engine behind its success.Our experience has highlighted the importance of both departmental support and faculty involvement to ensure these types of programs’ success and longevity. Capitalizing on the value of long-term relationships, the ASPIRES aims to mitigate the barriers that URiM students face in pursuing surgical careers by providing a platform for students to receive structured and career-focused environment. [14, 22, 23] Our preliminary findings demonstrate that ASPIRES has successfully supported numerous participants in pursuing and matching into surgical residencies. Notably, over two-thirds of mentees from the inaugural cohort ultimately entered surgical fields, with many citing the ASPIRES program as a considerable influence on their career decision-making. The second cohort also showed similar results, with 47% of mentees applying to a surgical specialty and 7 others intent on applying to surgical specialties after their additional year of scholarly activity. While the high proportion of students taking an additional year of scholarly activity may raise some questions, these enrichment years are a common practice at our institution. Approximately a third of each class takes this additional time to pursue second degrees, complete research projects, or pursue additional passions they may find fulfilling. This pattern is congruent with the recent trend of research years becoming more common among medical students applying to surgical subspecialties.[24-27] These early outcomes from our program demonstrate the benefits of intentional, longitudinal mentorship accompanied by career guidance to address persistent disparities in surgical representation. Importantly, ASPIRES can also be scaled to other institutions that may be seeking to build inclusive surgical communities and invest in the next generation of representative surgical leaders. However, this study is not without its limitations. First, our data are limited to a single institution and early program cohorts, which may affect the generalizability of our findings. Nevertheless, our findings remain congruent with previously demonstrated benefits of other early exposure and mentorship programs [20, 28, 29]. Second, while match outcomes offer valuable insight, they represent only one point along the professional trajectory and may not fully capture the long-term impact of mentorship. Third, given the other opportunities students may seek out to interact with the surgical field, it is difficult to definitively attribute outcomes to ASPIRES alone without a control group of demographically similar non-participants. However, participants were provided with the opportunity to roughly quantify the influence of ASPIRES on their specialty decision-making, which helps us to evaluate the program’s relative positive impact compared to other experiences. Future studies from our group will compare ASPIRES mentees and demographically matched medical students from our institution, especially as our sample size increases. Additionally, we further intend to follow alumni beyond the match process to evaluate sustained outcomes in surgical education and academic advancement. In conclusion, our data suggest that ASPIRES offers a model mentorship program that has successfully guided URiM students to match into a surgical specialty and has the potential to strengthen the pipeline of underrepresented students applying to surgical specialties. The program highlights an effective, easily implementable model that other surgery departments nationwide can replicate to continue the fight for inclusive excellence in the field of surgery. Declarations The author(s) do not have any financial or other related conflicts of interest related to this work. IRB Approval & Informed Consent Statement This study was reviewed by the Duke University Institutional Review Board and determined to be exempt from IRB approval. Informed consent was obtained from all the participants. Data Availability The datasets generated and analyzed in this study include survey responses and publicly available institutional match results. Individual survey data are not publicly available; however, de-identified data can be made available upon request. The institutional match outcome data used are publicly accessible through online sources and institutional websites. References Magura, C.M., et al., Increasing Underrepresented Minority Representation in a General Surgery Residency Program Utilizing a 3-Phase Strategy . Am Surg, 2024. 90(11): p. 2675–2678. Iwai, Y., et al., Racial, Ethnic, and Gender Diversity Among Academic Surgical Leaders in the US . JAMA Surg, 2023. 158(12): p. 1328–1334. Valenzuela, F. and M.A. Romero Arenas, Underrepresented in Surgery: (Lack of) Diversity in Academic Surgery Faculty . J Surg Res, 2020. 254: p. 170–174. Patient-Centered Communication, Ratings of Care, and Concordance of Patient and Physician Race . Annals of Internal Medicine, 2003. 139(11): p. 907–915. Alsan, M., O. Garrick, and G. Graziani, Does Diversity Matter for Health? Experimental Evidence from Oakland . American Economic Review, 2019. 109(12): p. 4071–4111. Cohen, J.J., B.A. Gabriel, and C. Terrell, The case for diversity in the health care workforce . Health Aff (Millwood), 2002. 21(5): p. 90–102. Gomez, L.E. and P. Bernet, Diversity improves performance and outcomes . J Natl Med Assoc, 2019. 111(4): p. 383–392. Dotson, E. and A. Nuru-Jeter, Setting the stage for a business case for leadership diversity in healthcare: history, research, and leverage . J Healthc Manag, 2012. 57(1): p. 35–44; discussion 45 – 6. Rosenkranz, K.M., et al., Diversity, Equity and Inclusion in Medicine: Why It Matters and How do We Achieve It? J Surg Educ, 2021. 78(4): p. 1058–1065. Valantine, H.A. and F.S. Collins, National Institutes of Health addresses the science of diversity . Proc Natl Acad Sci U S A, 2015. 112(40): p. 12240–2. West, M.A., et al., Ensuring Equity, Diversity, and Inclusion in Academic Surgery: An American Surgical Association White Paper . Annals of Surgery, 2018. 268(3): p. 403–407. Palepu, A., et al., Minority faculty and academic rank in medicine . Jama, 1998. 280(9): p. 767–71. Fang, D., et al., Racial and ethnic disparities in faculty promotion in academic medicine . Jama, 2000. 284(9): p. 1085–92. Roberts, S.E., et al., Pursing a career in academic surgery among African American medical students . The American Journal of Surgery, 2020. 219(4): p. 598–603. Riner, A.N., et al., Diversification of Academic Surgery, Its Leadership, and the Importance of Intersectionality . JAMA Surg, 2021. 156(8): p. 748–756. Smith, S.G., et al., Pipeline programs in the health professions, part 1: preserving diversity and reducing health disparities. J Natl Med Assoc, 2009. 101(9): p. 836 – 40, 845 – 51. Hemal, K., et al., Diversity and Inclusion: A Review of Effective Initiatives in Surgery . J Surg Educ, 2021. 78(5): p. 1500–1515. Abelson, J.S., et al., Surgical time out: Our counts are still short on racial diversity in academic surgery . The American Journal of Surgery, 2018. 215(4): p. 542–548. Jarman, B.T., et al., Underrepresented Minorities are Underrepresented Among General Surgery Applicants Selected to Interview . J Surg Educ, 2019. 76(6): p. e15-e23. Strong, B.L., et al., Reaching back to enhance the future: the American Association for the Surgery of Trauma Diversity, Equity and Inclusion Pipeline Program . Trauma Surg Acute Care Open, 2024. 9(1): p. e001339. Obana, K.K. and W.G. Obana, The Value of Medical Student Mentorship in Surgical Specialties . Hawaii J Health Soc Welf, 2023. 82(7): p. 169–174. Soto, E., et al., Barriers and Facilitators for Under-Represented in Medicine (URiM) Medical Students Interested in Surgical Sub-specialties . Am J Surg, 2023. 225(4): p. 660–666. Nguyen, M., et al., Variation in Research Experiences and Publications During Medical School by Sex and Race and Ethnicity . JAMA Netw Open, 2022. 5(10): p. e2238520. Gursky, A.K., et al., Exploring the 6-year Trend in Dedicated Research Years among Integrated Plastic and Reconstructive Surgery Residents . Plast Reconstr Surg Glob Open, 2024. 12(10): p. e6208. Pathipati, A.S. and N. Taleghani, Research in Medical School: A Survey Evaluating Why Medical Students Take Research Years . Cureus, 2016. 8(8): p. e741. Mellia, J.A., et al., Moving the Goalposts: Inequity Concerns Regarding Research Years and the Integrated Plastic Surgery Match . Plastic and Reconstructive Surgery, 2021. 148(6): p. 1086e-1087e. Elliott, B. and J.B. Carmody, Publish or Perish: The Research Arms Race in Residency Selection . J Grad Med Educ, 2023. 15(5): p. 524–527. Mason, B.S., et al., Can a Strategic Pipeline Initiative Increase the Number of Women and Underrepresented Minorities in Orthopaedic Surgery? Clinical Orthopaedics and Related Research®, 2016. 474(9): p. 1979–1985. Buckley, J.M., et al., The Impact of Sustained Outreach Efforts on Gender Diversity in Orthopaedic Surgery . J Bone Joint Surg Am, 2025. 107(1): p. e1. Tables Table 1 . Detailed Monthly Overview of the Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) Curriculum Month Event Title Description January Kick-off Event and Introductory Meeting Mentors will attend and participate in an in-person kick-off event. Mentors will have their first 1:1 meeting with mentees by the end of the month for introductions and to discuss goals in mentorship as well as what it is like to be a surgeon. Mentees will attend their first Operating Room (OR) etiquette, how to scrub into cases, and what to review/study before joining a case session. February Surgical Training and Career Development; OR Experience Mentors will discuss surgical training including a broad overview of residency and fellowship. Mentors will discuss options for a career in surgery, including how to progress in academia (professorship status). Mentors will also discuss the differences between academic surgical careers and private practice. First OR experience with mentor. March Research Mentors and mentees will discuss research interests and experiences. Mentors will advise mentees on labs and projects that students can join currently or anticipate joining during their 3 rd -year research experience. Mentors will specifically comment on the intersection of surgery and research and how to build a career that integrates both. April: CV/Resume Building, Effective Networking, and Professional Development Mentors will discuss how to effectively network through various platforms, such as conferences, lectures, and social media. Mentees will draft an elevator speech to be used for networking purposes. Mentees should also be prepared with a draft CV/resume. Discussion will include societies to join and honors to pursue. Second OR experience with the mentor May Surgical Technique and Decision-Making in Surgery Mentors share personal insights on essential surgical techniques and how to practice techniques effectively. Mentors lead discussions on real or simulated cases, focusing on how to make appropriate clinical decisions. Clinic/rounding experience with mentor. Mentors can also choose a topic or experience they feel will be most beneficial to their mentee based on the relationship they have built over the prior 5 months. This can emphasize a strength they have identified in their mentee or an area where the mentee might benefit from further growth or exposure. Examples: Additional day in the OR for students to reinforce skills Involving students with current research projects/ academic endeavors June Success on Surgery Clerkship Final formal meeting: mentors will advise students on how to succeed as a medical student on a surgical clerkship both academically and clinically Mentors will also guide mentees on how to find their specialty and tips on what to consider on rotations when choosing a specialty. Table 2 . Survey Question Administered to Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) Participants to Assess Influence of Program on Specialty Selection Survey Question *To what degree to you agree with this statement: The ASPIRES program influenced my decision to pursue a surgical residency. * Responses recorded on a 5-point Likert scale: Strongly Disagree (1), Disagree (2), Neither Agree or Disagree (3), Agree (4), Strongly Agree (5) Table 3 . Baseline Characteristics of the 2021 and 2022 Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) Cohort Survey Respondents. Student Characteristic Results [n(%)] Race/Ethnicity Black 15 (65.2) Hispanic 8 (34.8) Gender Identity Male 11 (47.8) Female 12 (52.2) Marital Status Single 23 (100) Table 4 . Total Number of Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) Mentees From 2021-2025 Year Number of Mentees 2021 19 2022 17 2023 17 2024 15 2025 24 Supplementary Files SUPPPLEMENTALMATERIALS.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 14 Jul, 2025 Reviewers invited by journal 13 Jul, 2025 Editor invited by journal 12 Jul, 2025 Editor assigned by journal 07 Jul, 2025 First submitted to journal 30 Jun, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6969454","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":484836594,"identity":"211787e3-44d0-4f1b-b61e-33cefbbced30","order_by":0,"name":"Michael Mensah-Mamfo","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAt0lEQVRIiWNgGAWjYDACHgaGAx8MbBgbeEA8NuK0MB6cUZBGmhbmwzwfDpOgRbfndMIBHoPzshvOHD7A8KHsMGEtZmd7NxyQMLhtvOFsWwLjjHPEaDnPu+GAgcHtxA3neQyYeduI1ZJgcA6ohf8D81+itIAcdsDgQOKGsz0MzIxEaTlzdsPBBoNk45lnjhkc7DmXToyW3M2f//yxk+07k/zwwY8ya8JaUMABEtWPglEwCkbBKMAFAKA/R9nj9s+bAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0009-0003-8968-7936","institution":"Duke University Medical Center: Duke University Hospital","correspondingAuthor":true,"prefix":"","firstName":"Michael","middleName":"","lastName":"Mensah-Mamfo","suffix":""},{"id":484836595,"identity":"8ab83f02-8ad4-4b43-a0a6-1f1d29db7851","order_by":1,"name":"Paula Viza Gomes","email":"","orcid":"","institution":"Duke University Medical Center: Duke University Hospital","correspondingAuthor":false,"prefix":"","firstName":"Paula","middleName":"Viza","lastName":"Gomes","suffix":""},{"id":484836596,"identity":"e923b2fa-bb48-4370-9810-daa12fffe3e0","order_by":2,"name":"Alexandria L. 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6","display":"","copyAsset":false,"role":"figure","size":209669,"visible":true,"origin":"","legend":"\u003cp\u003e2025 Match Specialty Distribution for Second Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) Cohort (c/o 2022\u003c/p\u003e","description":"","filename":"Picture6.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6969454/v1/f818496500421668bf5d7792.jpg"},{"id":87034538,"identity":"a2907184-66e6-46d1-bfa7-1be60dc622b9","added_by":"auto","created_at":"2025-07-18 13:10:02","extension":"jpg","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":312167,"visible":true,"origin":"","legend":"\u003cp\u003eAggregate Specialty Match for 2021 and 2022 Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) Cohorts\u003c/p\u003e","description":"","filename":"Picture7.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6969454/v1/3465ad14a63cf48c826967f2.jpg"},{"id":87038113,"identity":"c6bb55bd-f511-441d-9301-b15e515d325f","added_by":"auto","created_at":"2025-07-18 13:26:07","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1642567,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6969454/v1/e9d2cfb3-2506-4dda-8c44-efcac3c90e4f.pdf"},{"id":87034527,"identity":"90b851fc-583a-4bff-ab1a-48f6c61d73da","added_by":"auto","created_at":"2025-07-18 13:10:02","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":17727,"visible":true,"origin":"","legend":"","description":"","filename":"SUPPPLEMENTALMATERIALS.docx","url":"https://assets-eu.researchsquare.com/files/rs-6969454/v1/f788f3cbc0b417a3ed3f5676.docx"}],"financialInterests":"","formattedTitle":"Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES): A Pipeline for Increasing Heterogeneity in Surgery","fulltext":[{"header":"Introduction","content":"\u003cp\u003eDespite growing awareness of the importance of representation in medicine, there has been a persistent disproportionate number of Black and Hispanic/Latinx academic surgeons in comparison to other groups in the US.[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e] In an article examining representation across surgical faculty, \u003cem\u003eIwai et al.\u003c/em\u003e found that individuals identifying as Asian, Black, Hispanic/Latinx, or multiracial/ethnic consistently made up a minority of faculty across \u003cem\u003eall\u003c/em\u003e academic surgical ranks.[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e] While there is modest representation at the instructor and assistant professor levels, diversity markedly declines at senior ranks. Only 7% of surgical faculty in the United States identify as underrepresented in medicine (URiM), which has remained relatively stagnant despite national efforts to diversify the physician workforce.[\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] Specifically, Black and Hispanic/Latinx faculty remain particularly underrepresented in departmental leadership positions, suggesting that there exist persistent structural barriers to advancement.\u003c/p\u003e\u003cp\u003eIt is well documented that increasing representation within medicine promotes equity and enhances patient outcomes, trust, and satisfaction.[\u003cspan additionalcitationids=\"CR5 CR6 CR7 CR8 CR9 CR10\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] One strategy for improving representation is the implementation of intentional programming to support early career development and long-term retention in surgical academia[\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan additionalcitationids=\"CR13 CR14\" citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Another is the creation of pipeline programs for URiM students. Programs designed to recruit and support these students throughout their medical education have shown promise in addressing existing disparities.[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] Among the most effective strategies are longitudinal mentorship, early clinical exposure, and holistic professional development.[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan additionalcitationids=\"CR18 CR19\" citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] However, there remains a paucity of data on the long-term impact of such programs, particularly regarding specialty choice and residency match outcomes.\u003c/p\u003e\u003cp\u003eIn this study, we describe the early outcomes of a novel program called Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) and evaluate its early potential for increasing the representation of medical students applying to surgical residencies through retrospective survey administration and publicly available match results.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cem\u003eProgram Organization\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe ASPIRES program was launched at our institution in 2021 to address the lack of representation in surgery. ASPIRES pairs first-year medical students from URiM backgrounds with surgical faculty mentors, offering a structured curriculum to expose students to surgical specialties early in their medical training and equip them with the resources to become excellent surgeons with the ultimate purpose of increasing representation in the field. Faculty mentors are paired with first-year medical students interested in surgical careers for a longitudinal period of 7 months. Mentorship experiences are facilitated through monthly goals and opportunities for patient-centered experiences. Mentorship pairs are encouraged to maintain their professional relationship beyond the duration of the program if so desired. Faculty recruitment is based on volunteer interest and evidence of commitment to mentorship. Historically, the recruitment of mentees has been within the local chapters of the Student National Medical Association (SNMA) and the Latino Medical Students Association (LMSA). However, moving forward, ASPIRES is expanding to other affinity groups to recruit a more representative cohort.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eProgram Curriculum\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eInitially, mentor-mentee dyads were randomly paired. However, after participant feedback, a consensus was reached to match mentees with mentors in similar fields of interests to optimize the productivity of the relationship. Mentors were expected to attend the kick-off event, coordinate 30–60-minute monthly meeting with the mentee, arrange a minimum of 2 operating room experiences and 1 clinical experience, and provide feedback to the mentee at least once during the duration of the program. In turn, mentees were expected to attend the kick-off event, complete one 30-60 minute monthly meeting with their mentor, participate in a minimum of 2 operating room experiences and 1 clinical experience, attend monthly panels and skills workshops, and utilize provided resources to prepare for clinic and operating room experiences with their mentors. Once matched, student-mentor pairs were provided with the ASPIRES curriculum (\u003cstrong\u003eTable 1\u003c/strong\u003e), a resource designed to serve as a structured content guide throughout the program.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eData Collection\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eData from participants were collected via retrospective surveys administered electronically to the ASPIRES alumni class of 2021 and 2022, and through publicly available institutional match results. Survey questions collected data on self-reported demographics, surgery clerkship experience, mentorship experiences, scholarly year activity experience, specialty choice, and the impact of ASPIRES on their medical school journey (\u003cstrong\u003eSupplemental Table 1\u003c/strong\u003e). However, our analysis focuses primarily on the survey question related to the influence of ASPIRES on matched participants’ decision to pursue a surgical residency \u003cstrong\u003e(Table 2)\u003c/strong\u003e and match outcomes for all alumni. Where appropriate, responses from participants were recorded on a 5-point likert scale ranging from Strongly Disagree (1) - Strongly Agree (5).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eStatistical Analysis\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eDescriptive statistics were performed to summarize match outcomes and self-reported program impact among ASPIRES participants. Categorical variables are reported as numbers and corresponding percentages [n(%)].\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eAmong the total of 23 survey respondents from the 2021 (n=13) and 2022 cohorts (n=10), 15 (65%) identified as Black or African American, 6 (26%) Hispanic or Latino, and 3 (13%) as both Hispanic and White. The majority of participants identified as female [17 (74%)] (\u003cstrong\u003eTable 3\u003c/strong\u003e).\u0026nbsp;There have been 5 mentor-mentee cohorts since ASPIRES began (\u003cstrong\u003eTable 4\u003c/strong\u003e).\u0026nbsp;The residency match outcomes from the first two ASPIRES cohorts (2021 and 2022), including match results and specialty choice, are as follows:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFor the inaugural 2021 cohort, which included 19 mentor and mentee pairs, 5 (26%) of mentees matched into surgical specialties in the 2024 residency match. Four (21%) matched into non-surgical fields, and 10 (53%) pursued an additional year of scholarly activity (\u003cstrong\u003eFigure 1\u003c/strong\u003e). Specialties matched include orthopedic surgery, general surgery, obstetrics and gynecology, anesthesia, radiology, and medicine (\u003cstrong\u003eFigure 2\u003c/strong\u003e).\u003c/p\u003e\n\u003cp\u003eFor students who participated in the 2025 match cycle from the same inaugural cohort (n=10), 6 (60%) matched into surgical specialties, 2 (20%) into non-surgical specialties, and 2 (20%) pursued a dedicated research year (\u003cstrong\u003eFigure 3\u003c/strong\u003e). Specialties matched included orthopedic surgery, general surgery, obstetrics and gynecology, plastic surgery, pediatrics, and a transitional year position (\u003cstrong\u003eFigure 4\u003c/strong\u003e).\u003c/p\u003e\n\u003cp\u003eAmong the 17 students from the 2022 cohort, 8 (47%) matched into surgical specialties, 2 (12%) matched into non-surgical specialties, and 7 (41%) pursued additional scholarly activity (\u003cstrong\u003eFigure 5\u003c/strong\u003e). Specialties matched included orthopedic surgery, general surgery, obstetrics and gynecology, ophthalmology, urology, otolaryngology, and emergency medicine. (\u003cstrong\u003eFigure 6\u003c/strong\u003e)\u003c/p\u003e\n\u003cp\u003eOverall match results revealed that 11 (64%) of students from the 2021 cohort and 8 (80%) from the 2022 cohort ultimately matched into surgical specialties (\u003cstrong\u003eFigure 7\u003c/strong\u003e). Furthermore, 10 (83%) of participants who matched into surgical specialties from the 2021 and 2022 cohorts and responded to our electronic survey (n=12) reported that ASPIRES positively influenced their decision to pursue a surgical career.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThe ASPIRES program represents a promising pipeline initiative aimed at increasing representation in surgical specialties through structured mentorship, early clinical exposure, and professional development. Since its inception, the ASPIRES program has enjoyed strong institutional support from the surgery department and surgical faculty, which have been the engine behind its success.Our experience has highlighted the importance of both departmental\u0026nbsp;support and faculty involvement to ensure these types of programs’ success and longevity. Capitalizing on the value of long-term relationships, the ASPIRES aims to mitigate the barriers that URiM students face in pursuing surgical careers by providing a platform for students to receive structured and career-focused environment. [14, 22, 23]\u003c/p\u003e\n\u003cp\u003eOur preliminary findings demonstrate that ASPIRES has successfully supported numerous participants in pursuing and matching into surgical residencies. Notably, over two-thirds of mentees from the inaugural cohort ultimately entered surgical fields, with many citing the ASPIRES program as a considerable influence on their career decision-making. The second cohort also showed similar results, with 47% of mentees applying to a surgical specialty and 7 others intent on applying to surgical specialties after their additional year of scholarly activity. While the high proportion of students taking an additional year of scholarly activity may raise some questions, these enrichment years are a common practice at our institution. Approximately a third of each class takes this additional time to pursue second degrees, complete research projects, or pursue additional passions they may find fulfilling. This pattern is congruent with the recent trend of research years becoming more common among medical students applying to surgical subspecialties.[24-27] These early outcomes from our program demonstrate the benefits of intentional, longitudinal mentorship accompanied by career guidance to address persistent disparities in surgical representation. Importantly, ASPIRES can also be scaled to other institutions that may be seeking to build inclusive surgical communities and invest in the next generation of representative surgical leaders.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, this study is not without its limitations. First, our data are limited to a single institution and early program cohorts, which may affect the generalizability of our findings. Nevertheless, our findings remain congruent with previously demonstrated benefits of other early exposure and mentorship programs [20, 28, 29]. \u0026nbsp;Second, while match outcomes offer valuable insight, they represent only one point along the professional trajectory and may not fully capture the long-term impact of mentorship. Third, given the other opportunities students may seek out to interact with the surgical field, it is difficult to definitively attribute outcomes to ASPIRES alone without a control group of demographically similar non-participants. However, participants were provided with the opportunity to roughly quantify the influence of ASPIRES on their specialty decision-making, which helps us to evaluate the program’s relative positive impact compared to other experiences.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFuture studies from our group will compare ASPIRES mentees and demographically matched medical students from our institution, especially as our sample size increases. Additionally, we further intend to follow alumni beyond the match process to evaluate sustained outcomes in surgical education and academic advancement.\u003c/p\u003e\n\u003cp\u003eIn conclusion, our data suggest that ASPIRES offers a model mentorship program that has successfully guided URiM students to match into a surgical specialty and has the potential to strengthen the pipeline of underrepresented students applying to surgical specialties. The program highlights an effective, easily implementable model that other surgery departments nationwide can replicate to continue the fight for inclusive excellence in the field of surgery.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eThe author(s) do not have any financial or other related conflicts of interest related to this work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIRB Approval \u0026amp; Informed Consent Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was reviewed by the Duke University Institutional Review Board and determined to be exempt from IRB approval. Informed consent was obtained from all the participants.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets generated and analyzed in this study include survey responses and publicly available institutional match results. Individual survey data are not publicly available; however, de-identified data can be made available upon request. The institutional match outcome data used are publicly accessible through online sources and institutional websites.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eMagura, C.M., et al., \u003cem\u003eIncreasing Underrepresented Minority Representation in a General Surgery Residency Program Utilizing a 3-Phase Strategy\u003c/em\u003e. Am Surg, 2024. 90(11): p. 2675\u0026ndash;2678.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eIwai, Y., et al., \u003cem\u003eRacial, Ethnic, and Gender Diversity Among Academic Surgical Leaders in the US\u003c/em\u003e. JAMA Surg, 2023. 158(12): p. 1328\u0026ndash;1334.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eValenzuela, F. and M.A. Romero Arenas, \u003cem\u003eUnderrepresented in Surgery: (Lack of) Diversity in Academic Surgery Faculty\u003c/em\u003e. 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Obana, \u003cem\u003eThe Value of Medical Student Mentorship in Surgical Specialties\u003c/em\u003e. Hawaii J Health Soc Welf, 2023. 82(7): p. 169\u0026ndash;174.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSoto, E., et al., \u003cem\u003eBarriers and Facilitators for Under-Represented in Medicine (URiM) Medical Students Interested in Surgical Sub-specialties\u003c/em\u003e. Am J Surg, 2023. 225(4): p. 660\u0026ndash;666.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNguyen, M., et al., \u003cem\u003eVariation in Research Experiences and Publications During Medical School by Sex and Race and Ethnicity\u003c/em\u003e. JAMA Netw Open, 2022. 5(10): p. e2238520.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGursky, A.K., et al., \u003cem\u003eExploring the 6-year Trend in Dedicated Research Years among Integrated Plastic and Reconstructive Surgery Residents\u003c/em\u003e. Plast Reconstr Surg Glob Open, 2024. 12(10): p. e6208.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePathipati, A.S. and N. Taleghani, \u003cem\u003eResearch in Medical School: A Survey Evaluating Why Medical Students Take Research Years\u003c/em\u003e. Cureus, 2016. 8(8): p. e741.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMellia, J.A., et al., \u003cem\u003eMoving the Goalposts: Inequity Concerns Regarding Research Years and the Integrated Plastic Surgery Match\u003c/em\u003e. Plastic and Reconstructive Surgery, 2021. 148(6): p. 1086e-1087e.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eElliott, B. and J.B. Carmody, \u003cem\u003ePublish or Perish: The Research Arms Race in Residency Selection\u003c/em\u003e. J Grad Med Educ, 2023. 15(5): p. 524\u0026ndash;527.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMason, B.S., et al., \u003cem\u003eCan a Strategic Pipeline Initiative Increase the Number of Women and Underrepresented Minorities in Orthopaedic Surgery?\u003c/em\u003e Clinical Orthopaedics and Related Research\u0026reg;, 2016. 474(9): p. 1979\u0026ndash;1985.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBuckley, J.M., et al., \u003cem\u003eThe Impact of Sustained Outreach Efforts on Gender Diversity in Orthopaedic Surgery\u003c/em\u003e. J Bone Joint Surg Am, 2025. 107(1): p. e1.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e. Detailed Monthly Overview of the\u0026nbsp;Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES)\u0026nbsp;Curriculum\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMonth\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEvent Title\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 414px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eJanuary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003eKick-off Event and Introductory Meeting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 414px;\"\u003e\n \u003col\u003e\n \u003cli\u003eMentors will attend and participate in an in-person kick-off event.\u003c/li\u003e\n \u003cli\u003eMentors will have their first 1:1 meeting with mentees by the end of the month for introductions and to discuss goals in mentorship as well as what it is like to be a surgeon.\u003c/li\u003e\n \u003cli\u003eMentees will attend their first Operating Room (OR) etiquette, how to scrub into cases, and what to review/study before joining a case session.\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eFebruary\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003eSurgical Training and Career Development; OR Experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 414px;\"\u003e\n \u003col\u003e\n \u003cli\u003eMentors will discuss surgical training including a broad overview of residency and fellowship.\u003c/li\u003e\n \u003cli\u003eMentors will discuss options for a career in surgery, including how to progress in academia (professorship status). Mentors will also discuss the differences between academic surgical careers and private practice.\u003c/li\u003e\n \u003cli\u003eFirst OR experience with mentor.\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eMarch\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003eResearch\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 414px;\"\u003e\n \u003col\u003e\n \u003cli\u003eMentors and mentees will discuss research interests and experiences. Mentors will advise mentees on labs and projects that students can join currently or anticipate joining during their 3\u003csup\u003erd\u003c/sup\u003e-year research experience. Mentors will specifically comment on the intersection of surgery and research and how to build a career that integrates both.\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eApril:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003eCV/Resume Building, Effective Networking, and Professional Development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 414px;\"\u003e\n \u003col\u003e\n \u003cli\u003eMentors will discuss how to effectively network through various platforms, such as conferences, lectures, and social media. Mentees will draft an elevator speech to be used for networking purposes. Mentees should also be prepared with a draft CV/resume. Discussion will include societies to join and honors to pursue.\u003c/li\u003e\n \u003cli\u003eSecond OR experience with the mentor\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eMay\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003eSurgical Technique and Decision-Making in Surgery\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 414px;\"\u003e\n \u003col\u003e\n \u003cli\u003eMentors share personal insights on essential surgical techniques and how to practice techniques effectively.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eMentors lead discussions on real or simulated cases, focusing on how to make appropriate clinical decisions.\u003c/li\u003e\n \u003cli\u003eClinic/rounding experience with mentor.\u003c/li\u003e\n \u003cli\u003eMentors can also choose a topic or experience they feel will be most beneficial to their mentee based on the relationship they have built over the prior 5 months. This can emphasize a strength they have identified in their mentee or an area where the mentee might benefit from further growth or exposure. Examples:\u003col\u003e\n \u003cli\u003eAdditional day in the OR for students to reinforce skills\u003c/li\u003e\n \u003cli\u003eInvolving students with current research projects/ academic endeavors\u003c/li\u003e\n \u003c/ol\u003e\n \u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003eJune\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 137px;\"\u003e\n \u003cp\u003eSuccess on Surgery Clerkship\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 414px;\"\u003e\n \u003col\u003e\n \u003cli\u003eFinal formal meeting: mentors will advise students on how to succeed as a medical student on a surgical clerkship both academically and clinically\u003c/li\u003e\n \u003cli\u003eMentors will also guide mentees on how to find their specialty and tips on what to consider on rotations when choosing a specialty.\u003c/li\u003e\n \u003c/ol\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e. Survey Question Administered to\u0026nbsp;Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES)\u0026nbsp;Participants to Assess Influence of Program on Specialty Selection\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 606px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSurvey Question\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 606px;\"\u003e\n \u003cp\u003e*To what degree to you agree with this statement: The ASPIRES program influenced my decision to pursue a surgical residency.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e*\u0026nbsp;\u003c/em\u003e\u003cem\u003eResponses recorded on a 5-point Likert scale: Strongly Disagree (1), Disagree (2), Neither Agree or Disagree (3), Agree (4), Strongly Agree (5)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e. Baseline Characteristics of the 2021 and 2022\u0026nbsp;Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES)\u0026nbsp;Cohort Survey Respondents.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudent Characteristic\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eResults [n(%)]\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRace/Ethnicity\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; Black\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e15 (65.2)\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; Hispanic\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e8 (34.8)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGender Identity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e11 (47.8)\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e12 (52.2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMarital Status\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eSingle\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 312px;\"\u003e\n \u003cp\u003e23 (100)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u003c/strong\u003e. Total Number of Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) Mentees From 2021-2025\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eYear\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Mentees\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e2021\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e2022\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e2023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e2024\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e2025\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"global-surgical-education-journal-of-the-association-for-surgical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"GSED","sideBox":"Learn more about [Global Surgical Education - Journal of the Association for Surgical Education](https://link.springer.com/journal/44186)","snPcode":"44186","submissionUrl":"https://www.editorialmanager.com/gsed/default1.aspx","title":"Global Surgical Education - Journal of the Association for Surgical Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-6969454/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6969454/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003ePurpose\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDespite the importance of representation, diversity within the surgical field has remained largely unchanged. To aid in addressing this, the Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES) was founded with the goal of providing early exposure and mentorship to URiM students within the field of surgery.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFirst-year URiM medical students were paired one-on-one with surgical faculty who volunteered to serve as mentors. Mentees joined mentors in clinic, the operating room, and for career development meetings over a 7-month period. Surveys and publicly available institutional match data were used to collect information on ASPIRES’ influence on participants to pursue a surgical residency and corresponding match outcomes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResponses from 35 URiM students from the first two graduating ASPIRES cohorts (2021 and 2022) were included. Overall, 19 of 27 students (70%) matched into surgery. From the class of 2021, 11 of 17 students (64%), and from the class of 2022, 8 of 10 students (80%), matched into surgical subspecialties, respectively. The majority (83%) of participants who matched into surgery responded to our electronic survey and reported that ASPIRES significantly influenced their decision to pursue a surgical career.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eASPIRES aims to address the persistent lack of diversity in surgery by strengthening the pipeline of students applying into surgical specialties through early exposure and mentorship. With over two-thirds of our inaugural ASPIRES cohort applying to or matriculating into surgical residencies, we demonstrate the potential of this pipeline program to facilitate diversification of the surgical field.\u003c/p\u003e","manuscriptTitle":"Advancing Student Preparedness and Involvement for Representation and Equity in Surgery (ASPIRES): A Pipeline for Increasing Heterogeneity in Surgery","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-18 13:09:57","doi":"10.21203/rs.3.rs-6969454/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"","date":"2025-07-14T10:46:15+00:00","index":0,"fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-07-14T03:38:33+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"Global Surgical Education - Journal of the Association for Surgical Education","date":"2025-07-12T17:32:32+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-08T03:41:21+00:00","index":"","fulltext":""},{"type":"submitted","content":"Global Surgical Education - Journal of the Association for Surgical Education","date":"2025-06-30T13:40:07+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"global-surgical-education-journal-of-the-association-for-surgical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"GSED","sideBox":"Learn more about [Global Surgical Education - Journal of the Association for Surgical Education](https://link.springer.com/journal/44186)","snPcode":"44186","submissionUrl":"https://www.editorialmanager.com/gsed/default1.aspx","title":"Global Surgical Education - Journal of the Association for Surgical Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"aa9be736-14de-4038-b6f9-857c62231bcf","owner":[],"postedDate":"July 18th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-12-10T04:37:26+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-18 13:09:57","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6969454","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6969454","identity":"rs-6969454","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}