Beyond the Operating Room: A Collaborative, Multi-Institutional Approach to Increasing Representation in Surgery via Early Exposure – A Longitudinal Study

Beyond the Operating Room: A Collaborative, Multi-Institutional Approach to Increasing Representation in Surgery via Early Exposure – A Longitudinal Study | 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 Beyond the Operating Room: A Collaborative, Multi-Institutional Approach to Increasing Representation in Surgery via Early Exposure – A Longitudinal Study Hami Kang, Sean Nguyen, Adedeji Adeniyi, Angel Rosario, Haley Grayson, and 9 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7146772/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Purpose Several organizations (e.g., Association of Surgical Education) advocate for innovative approaches to foster a more inclusive environment in surgery. Despite efforts, representation of women and specific groups, including Black, and Hispanic trainees, remain disproportionately low compared to the general population. Research indicates that early exposure to healthcare careers, even at the pre-medical/undergraduate level, could foster interest in medicine and improve representation in the surgical field. However, initiatives leveraging a multi-institutional approach with interdisciplinary collaboration remain limited and unexplored as tools to attract diverse talents further. Methods We developed a half-day interdisciplinary workshop introducing pre-medical students to surgery, focusing uniquely on post-operative rehabilitation and healthcare disparities in post-amputees. The workshop, held in November 2024, was led by Patients as Teachers (PaT) alongside General Surgery, Vascular Surgery, and PM&R specialists. Physicians, residents, and medical students from multiple New York City programs engaged with pre-medical students. We collected demographic data and assessed surgical knowledge and workshop objectives through pre/post-workshop surveys and a three-month follow-up. Results A diverse cohort of 229 pre-medical students registered and completed the pre-workshop survey. Most were female (78%, n = 179), with 52% (n = 119) identifying as underrepresented in medicine and 39% (n = 179) prospective first-generation medical students. Most participants were recruited via organizational email newsletters (58%, n = 132) and social media outreach (25%, n = 58). Despite high awareness of the surgical field (96%, n = 220), only 8% (n = 19) had shadowed a surgeon, and 3% (n = 7) had received mentorship. Post-workshop results (70.7% response rate) demonstrated a statistically significant increase (p < 0.001) in the knowledge of the surgical profession and topics, including common vascular diseases, indications for amputation, laparoscopic techniques and indications, the pros and cons the profession, and the pathways and responsibilities of a surgeon. Understanding of post-operative rehabilitation and the role of coordinated care between surgeons and PM&R physicians also improved significantly (p < 0.001). The workshop was enthusiastically embraced, with all attendees reporting they would recommend it to a friend and 86% (n = 50) reporting they could identify a future mentor. At the three-month follow-up assessment (n = 12), students maintained their previously reported levels of confidence in their knowledge and enthusiasm for general surgery and physical medicine and rehabilitation, with no significant changes observed. Conclusion The curriculum was well received, significantly increasing short- and long-term awareness of key surgical topics and post-operative rehabilitation. Participants reported high satisfaction with the content and structure. These findings support the need for expanding early exposure programs and leveraging a collaborative, multi-institutional approach to attract diverse students to surgery. Figures Figure 1 Figure 2 Figure 3 Introduction General Surgery and Physical Medicine & Rehabilitation (PM&R) represent two essential medical specialties, distinct in focus yet united in purpose, working together to bridge the gap between acute intervention and comprehensive recovery. This dynamic optimizes outcomes for patients who face significant challenges in regaining functionality and quality of life after surgical interventions. The two disciplines complement each other, yet the full potential of their collaboration remains underrealized, particularly in addressing systemic underrepresentation. Women, racial and ethnic minorities, and individuals from disadvantaged socioeconomic backgrounds have historically faced significant barriers in entering and advancing within these fields, which not only stifles innovation but also compromises the ability to deliver equitable, culturally competent care to increasingly diverse patient populations [ 1 – 2 ]. A closer look at collaborative care models highlights the transformative potential of aligning PM&R and Surgery to enhance patient outcomes and foster greater equity. For instance, Enhanced Recovery After Surgery (ERAS) protocols have demonstrated how multidisciplinary approaches can optimize recovery by involving diverse teams of surgeons, rehabilitation specialists, and support staff. These protocols improve efficiency and address disparities in care, ensuring that the unique needs of underrepresented populations are met [ 3 ]. Such models exemplify how collaboration between these specialties can create environments where diversity thrives and contributes meaningfully to patient outcomes. Beyond enhancing recovery processes, multidisciplinary frameworks have shown the power to foster equity within healthcare systems. Integrating perspectives from PM&R and surgery enriches clinical decision-making and mitigates biases that may otherwise affect patient care. Soukup et al. (2018) emphasize team-based care as critical for fostering inclusivity, as it encourages diverse professionals to contribute their expertise and develop treatment plans that are both innovative and equitable [ 4 ]. This collaborative ethos is particularly impactful in creating pipelines for underrepresented individuals who benefit from systems designed to support a broader range of voices in care delivery. The relationship between surgery and PM&R becomes even more critical when viewed through a longitudinal lens. Sustained Interdisciplinary Collaboration demonstrates how these two specialties can work in tandem to support long-term recovery while addressing systemic inequities. Taberna et al. (2020) provide insights into how longitudinal programs improve patient care and institutional frameworks, fostering inclusion and resilience [ 5 ]. Haji et al. (2021) further underline the importance of embedding rehabilitative principles into surgical education, particularly in global contexts, to prepare trainees for the complexities of modern healthcare [ 6 ]. By integrating rehabilitation into surgical training, institutions equip their workforce to tackle diverse challenges while providing opportunities for professionals from marginalized backgrounds to excel. This study builds upon these insights to present a novel multidisciplinary initiative designed to address systemic inequities in both surgery and PM&R. By integrating recruitment, mentorship, and training strategies that bridge these two fields, this program seeks to create a pipeline for underrepresented groups and foster an inclusive and supportive environment from the operating room to long-term rehabilitation. Through longitudinal evaluation, this study aims to demonstrate how the synergy between PM&R and General Surgery can advance equity and serve as a replicable model for other healthcare disciplines. Methods The workshop was conducted in November 2024 and involved collaboration between faculty and residents from Columbia University Irving Medical Center, Mount Sinai Health System, and New York University Langone Medical Center. The complete workshop outline is shown in Fig. 1 . The curriculum was co-developed in collaboration with the Columbia PM&R Series and the Columbia Chapter of Socially Responsible Surgery (Columbia SRS), a multidisciplinary group dedicated to reducing surgical disparities through advocacy, research, education, and service. The curriculum aimed to: (1) promote diversity in surgery and PM&R, (2) enhance students' understanding of surgical specialties for informed career decisions, and (3) introduce post-operative rehabilitation and the role of PM&R physicians in surgical care. The program was co-led by medical and pre-medical students and included two 30-minute lectures covering PM&R, rehabilitation, and prosthetics (presented by Burke Rehabilitation Hospital), general surgery (led by Columbia SRS), and vascular surgery (delivered by NYU Langone Vascular Surgery). Special emphasis was placed on vascular surgery due to its intersection with PM&R in the management of amputations and post-operative rehabilitation. Following the lectures, a 30-minute Q&A session featured faculty, General Surgery and PM&R residents, and representatives from Hanger Clinic, a leading orthotics and prosthetics provider. Participants then engaged in two 45-minute interactive sessions. The General Surgery session provided hands-on training in basic open and laparoscopic surgical techniques using laparoscopic trainers. The Hanger Clinic session utilized live patient models to demonstrate amputations, rehabilitation, and the use of upper and lower extremity prostheses. This structured curriculum fostered a comprehensive understanding of surgical and rehabilitative care, highlighting interdisciplinary collaboration in patient management. Consenting participants completed pre- and post-workshop surveys via Qualtrics. This study was reviewed by the Institutional Review Board (IRB) and deemed to be exempt. The surveys assessed demographics, workshop learning objectives, learning environment feedback, and baseline knowledge of sports medicine. Questions were adapted from Adeniyi et al. (2024). To recruit pre-medical participants, outreach was conducted via social media in addition to collaborating with pre-health organizations, including the American Medical Women's Association (AMWA), Minority Association of Pre-Medical Students (MAPS), Latino Student Medical Association (LSMA), Pre-Student Osteopathic Medical Association (Pre-SOMA), Association of Academic Physiatrists (AAP), PremedCC, StriveForDiveristy, and Alpha Epsilon Delta (AED). An email was sent to partnering student organizations with information about the workshop and the pre-workshop survey. We also utilized the National Association of Advisors for the Health Professions (NAAHP) database to retrieve email contacts of pre-health advisors in the New York, New Jersey, and Connecticut tri-state area. Participants were selected to attend the workshop on a first come, first serve basis according to the order at which they signed up for the workshop. Students were presented with the same statements in the post workshop survey and asked to rate their agreement with knowledge and confidence statements using a 5-point Likert scale (1 = disagree, 2 = slightly disagree, 3 = neither agree/disagree, 4 = slightly agree, 5 = agree). Example statements included "I can describe common vascular diseases" and "I understand the indications for laparoscopy in surgery." Statistical Analysis Descriptive statistics were calculated for all survey data using T test. Statistical analyses, as well as the generation of figures and tables, were performed using BioRender (BioRender, Toronto, Canada), Microsoft Office 365 (Microsoft Corporation, Washington, United States), and RStudio (R Foundation for Statistical Computing, Vienna, Austria). Comparative analysis using independent t-tests assuming unequal variance (one tail t-test). Results A total of 229 pre-medical students completed the pre-workshop survey and registered for the workshop. Of the 229 students who completed the pre-workshop survey, 82 attended the workshop. Post-workshop surveys were completed by 58 participants, yielding a 70.7% response rate among attendees. Among respondents, 52% (n = 119) identified as underrepresented in medicine (URiM), 75% as prospective first-generation medical students, and 39% (n = 89) as first-generation college students in the United States. Gender distribution included 78% (n = 179) identifying as female and 20.5% (n = 47) as male. Institutional affiliation data indicated that most participants were from New York University (34%, n = 77), Columbia University (30%, n = 69), and the City University of New York (CUNY) system (12%, n = 28). ( Table 1 ) Table 1 Demographic information Category N (%) Underrepresented in Medicine (URiM) 119 (52%) Prospective First-Generation Medical Students 172 (75%) First-Generation College Students (US) 89 (39%) Gender Female 179 (78%) Male 47 (20.5%) Undergraduate Institution New York University 77 (34%) Columbia University 69 (30%) City University of New York (CUNY) 28 (12%) Workshop Recruitment Strategies and Prior Knowledge of PM&R : Student recruitment was most effective through email newsletters (58%, n = 132) and social media outreach (25%, n = 58) (Table 2 ) . The primary motivations for attending the workshop included interest in general surgery (87%, n = 199), networking opportunities with faculty (79%, n = 180) and medical students (79%, n = 181), and learning about general surgery objectives and daily workflows (72%, n = 165). Interactive small-group sessions were also key motivators, particularly laparoscopic techniques (51%, n = 117), musculoskeletal radiographic imaging interpretation (49%, n = 113), and limb loss education (47%, n = 108). Before the workshop, 96% (n = 220) of participants were familiar with General Surgery, with 80% (n = 177) first learning about the specialty before college. Social media served as the primary means of discovery for 50% (n = 109), while direct clinical exposure was limited; only 8% (n = 19) had shadowed a general surgeon, and 3% (n = 7) had a general surgery mentor ( Table 3 ) . Table 2 Referral Source to Workshop Question: How did you hear about the workshop? (select all that apply) Source of Referral N (%) Frequency Email Newsletter 132 (58%) Social Media 58 (25%) Friend or Classmate 42 (18%) Advisor 32 (14%) Printed Flyer 5 (2%) Other 3 (1%) Table 3 General Surgery Exposure Pre-Workshop Question N (%) Have you heard of General Surgery? Yes 219 (96%) No 10 (4%) When did you first hear about General Surgery? (if answered “Yes” on previous question) Before High School 73 (33%) High School 104 (47%) Undergraduate 37 (17%) After College 5 (2%) First time hearing about Orthopedic Surgery 1 (0.5%) How did you hear about General Surgery? Social Media 109 (50%) Family Member/Friend Experience 83 (38%) Personal Experience (i.e., as a patient) 38 (17%) Referred to the Field by a Friend/Colleague/Mentor 28 (13%) Family Member is a General Surgeon 5 (2%) Other - Respondents entered the methods in which they heard about General Surgery. Education 7 (3%) Healthcare 7 (3%) Television Show 4 (2%) Research 2 (0.9%) Internet 1 (0.5%) Pre Health Organization 1 (0.5%) General Knowledge 1 (0.5%) Shadowed a General Surgeon? Yes 19 (8%) No 210 (92%) Have you had a General Surgeon as a Mentor? Yes 7 (3%) No 222 (97%) Table 4 Pre and Post survey results Questions Presurvey Post Survey Total response (N) P value I am interested in pursuing a career in surgery 3.2 3.4 222/58 0.07 I understand how to become a surgeon 2.5 3.6 222/58 < 0.001 I understand the responsibilities of a surgeon 2.6 3.5 222/58 < 0.001 I understand the pros and cons of a career in surgery 2.5 3.6 222/58 < 0.001 I understand the ways in which surgeons collaborate with PM&R 1.6 3.8 222/58 < 0.001 I feel confident with basic laparoscopic skills 0.8 2.9 222/58 < 0.001 I understand the indications for laparoscopy in surgery 0.9 3.5 222/58 < 0.001 I am familiar with interpreting basic musculoskeletal radiographic images 1.0 2.0 222/58 < 0.001 I understand how to differentiate between an CT Scan, X-Ray, and MRI 1.9 2.1 222/58 0.2 I understand the various types of prosthetic devices available 1.1 3.7 222/58 < 0.001 I can identify different types of amputations (e.g., upper limb, lower limb) 1.7 3.7 222/58 < 0.001 I can describe common medical and traumatic causes for amputations 1.6 3.5 222/58 < 0.001 I can identify the major blood vessels in the human body and their functions 1.6 3.7 222/58 < 0.001 I can describe common vascular diseases 1.5 3.5 222/58 < 0.001 I can describe the phases of rehabilitation following an amputation 0.9 3.4 222/58 < 0.001 * represents statistical significance p < 0.05 Comparative analysis revealed statistically significant improvements in students' self-reported confidence and knowledge across multiple surgical domains, including common vascular diseases, indications for amputation, laparoscopic techniques and indications, professional advantages and disadvantages, and surgical career pathways and responsibilities (p < 0.001). Complete pre- and post-workshop comparisons for all measured domains are presented in Fig. 4 , Table 4 . Students demonstrated significant improvements in understanding post-operative rehabilitation and coordinated care between surgeons and PM&R physicians, with mean scores increasing from 1.6 to 3.8 (p < 0.001). As shown in Fig. 5 , 86 % of participants (n = 50) reported feeling equipped to seek mentorship opportunities and 69% (n = 40) found the information presentation easy to follow. All participants (100%, n = 58) indicated they would recommend the workshop to others. 3 month follow up survey results : Of the 58 participants who completed the post-workshop survey, 12 (20.68% of attendees) students completed a 3 month followup survey. Comparative analysis of the post workshop survey and 3 month follow up survey using independent t-test revealed no statistically significant change in the student’s self reported confidence across almost all domains. The statement “I can identify the major blood vessels in the human body and their functions,” had a significant increase in confidence from the participants (average of 2.5 to 3.2) (p < 0.05). There were no other significant changes in participants' reported confidence or enthusiasm regarding general surgery and physical medicine and rehabilitation, suggesting retained confidence in these areas. Complete immediate post survey and 3 month follow up responses can be seen in Table 5 . Table 5 General Surgery 3-month follow-up survey results Questions Post survey mean (SD) Follow up mean (SD) P value I am interested in pursuing a career in surgery 2.64 (0.93) 2.5 (0.90) 0.64 I understand how to become a surgeon 2.72 (0.95) 2.33 (0.78) 0.19 I understand the responsibilities of a surgeon 2.74 (0.98) 2.5 (1) 0.44 I understand the pros and cons of a career in surgery 2.60 (0.94) 2.67 (0.89) 0.83 I understand the ways in which surgeons collaborate with PM&R 2.34 (0.76) 2.58 (0.90) 0.34 I feel confident with basic laparoscopic skills 2.91 (1.11) 3.08 (1.16) 0.64 I understand the indications for laparoscopy in surgery 2.72 (0.93) 2.83 (1.11) 0.72 I am familiar with interpreting basic musculoskeletal radiographic images 1.97 (1.36) 2.08 (1.56) 0.79 I understand how to differentiate between an CT Scan, X-Ray, and MRI 1.97 (1.46) 2.67 (1.50) 0.14 I understand the various types of prosthetic devices available 2.59 (0.92) 2.67 (1.23) 0.80 I can identify different types of amputations (e.g., upper limb, lower limb) 2.55 (0.90) 2.75 (1.14) 0.51 I can describe common medical and traumatic causes for amputations 2.79 (0.95) 3.08 (0.90) 0.33 I can identify the major blood vessels in the human body and their functions 2.5 (0.90) 3.17 (1.11) 0.03* I can describe common vascular diseases 2.72 (0.97) 2.67 (1.37) 0.86 * represents statistical significance p < 0.05 Discussion The results of this study suggest a valuable role for collaborative educational workshops in addressing systemic underrepresentation in medicine and interspecialty collaboration between PM&R and General Surgery. This structured curriculum fostered a comprehensive understanding of surgical and rehabilitative care, highlighting interdisciplinary collaboration in patient management. Through developing a novel interdisciplinary workshop, we introduced pre-medical students from various schools and backgrounds to careers in surgery, PM&R, and medicine in general. The outcomes seen here also emphasize the significance of an interactive workshop in teaching students key components of surgery and rehabilitation, including laparoscopy, prosthetic devices, and pathology behind vascular diseases and amputations. Altogether, this event proved key to increasing pre-medical student interest and knowledge in the medical field, especially for those who identify as underrepresented in medicine or first-generation college/medical students. General Surgery and PM&R Experience Through a lecture-based and hands-on workshop, students gained meaningful exposure to key aspects of General Surgery and PM&R. Beyond simple awareness, the workshop significantly enhanced students’ confidence in becoming a surgeon (average of 2.5 to 3.6, p < 0.001). Pre-workshop survey responses highlighted gaps in clinical exposure and access to mentorship within the field of General Surgery, the presence of which are associated with higher confidence levels in specialty choice [ 11 ]. Post-workshop responses revealed significant growth in the understanding of surgical techniques (e.g., laparoscopy), rehabilitation tools (e.g., prosthetics), and career pathways, all of which have been shown to significantly sustain long-term interest and future career paths [ 17 ]. Students reported overwhelming satisfaction with their mentorship opportunities during this workshop. The 100% recommendation rate is a direct marker of student satisfaction and the efficacy of programs in promoting mentorship. These findings demonstrate that hands-on workshops effectively expand pre-medical students' knowledge, clinical experience, and mentorship, which are all vital for burgeoning medical professionals [ 18 ]. Diversity This workshop effectively engaged a diverse array of pre-medical students through outreach to pre-medical organizations at institutions in the tri-state area. Over half of the students in attendance identified as underrepresented in medicine, and three-quarters would be the first generation to attend medical school if accepted. Female-identifying students comprised the majority of participants, outnumbering their male and other-identifying peers in gender distribution. Exposure is particularly meaningful for racial and ethnic minorities, women, and individuals from disadvantaged socioeconomic backgrounds who generally lack representation in surgery [ 22 ] and continue to face systemic barriers to entry in medicine [ 7 , 8 ]. Engaging students early in their academic journey may contribute to a more inclusive physician pipeline that better reflects the communities they serve [ 7 ]. In fact, previous studies have shown that early exposure to surgery specifically increases the pursuit of surgery and may positively impact premedical students’ perception of surgery [ 23 ]. Furthermore, specifically engaging female-identifying students, as was largely done in this workshop by recruiting through American Medical Women's Association (AMWA), has been proven effective in increasing interest and opinions of fields where women do not typically predominate. This is particularly important given perceived barriers among women in regard to entering surgical fields [ 8 , 24 ]. Overall, this workshop targeted historically underrepresented minorities by providing exposure to the fields of general surgery and PM&R. Such early exposure can prove meaningful in promoting positive perception of both fields, as well as future pursuit of either specialty, particularly within the diverse groups who attended this event. Mentorship A vast majority of participants felt equipped to identify future mentors after their experience in this workshop. Mentorship has previously been shown to play a crucial role in improving undergraduate student confidence as well as preparation for medical school. This is largely because the presence of mentors can provide access to resources that help mitigate existing barriers to entry [ 9 , 13 – 14 ]. Medical student mentors in particular can provide resources that help underrepresented pre-medical students gain knowledge and confidence in preparing for medical careers [ 10 ]. Furthermore, several participants in this workshop formed connections by collaborating with medical students present at the workshop and in drafting this manuscript. Altogether, these findings suggest that workshops such as this one can increase students’ ability to find mentors, who can then fill in knowledge and confidence gaps to set more underrepresented students on medical career paths. Limitations This study has several limitations. First, workshop participation was voluntary, possibly attracting students already interested in General Surgery or PM&R before the workshop. Mandatory participation could better assess the workshop's impact across participants with a wider range of interests. Second, recruitment through digital platforms and pre-health organizations may have inadvertently excluded students without social media access or those not affiliated with such organizations, potentially limiting reach to underserved demographics [ 19 – 21 ]. Third, the survey design may have introduced response bias, as students who felt positively about the workshop may have been more likely to complete post-workshop evaluations, potentially inflating measures of satisfaction and perceived knowledge gains. Efforts to mitigate this in future studies could include anonymous follow-up surveys with higher response incentives or comparison groups. Expanding the study beyond the tri-state area would effectively reach an even more diverse array of students, and provide additional supporting evidence into its efficacy. Lastly, there is a lack of long-term data to determine whether participants ultimately pursued a career in medicine and, if so, whether this exposure played an instrumental role in that decision. It is important to note although the same population completed the pre- and post-surveys, responses were not tracked at the individual level. As a result, we treated the pre- and post-groups as independent samples for analysis even though they are not truly independent, which is a necessary assumption that limits the precision of our comparisons. Conclusion In conclusion, this study highlights the benefits of an educational workshop with hands-on learning experiences to historically underrepresented students interested in medical careers including bridging knowledge gaps and providing abundant networking opportunities. As medicine advances, access must too. Greater attention to initiatives like this can be pivotal in bridging health disparities and improving representation in the field [ 12 ]. While there is more to be learned on the effectiveness and long-term impacts, the future remains bright regarding diversifying the medical field and promoting interdisciplinary collaboration [ 15 – 16 ]. Declarations Conflict of Interest: The authors did not receive support from any organization for the submitted work. Ethical Approval: IRB evaluated the protocol which was deemed exempt (IRB: AAAU9863). Author contributions Each author meets authorship criteria per the guidelines of the International Committee of Medical Journal Editors and has participated sufficiently. Data availability: A curated version of the dataset will be freely available as requested from the corresponding author. References Dixon G, McGeary D, Silver JK, et al. Trends in gender, race, and ethnic diversity among prospective physical medicine and rehabilitation physicians. PMR. 2023;15(11):1445–1456. Ellis DI, Khubchandani JA. The State of Diversity in American Surgery: A Call to Action. Ann Surg. 2021;273(1):e3-e4. Bonner SN, Powell CA, Stewart JW, Dossett LA. Surgical care for racial and ethnic minorities and interventions to address inequities: a narrative review. Ann Surg. 2023;278(2):184–192. doi: 10.1097/SLA.0000000000005752 Soukup T, Lamb BW, Arora S, Darzi A, Sevdalis N, Green JS. 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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-7146772","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":498369824,"identity":"05f17525-e094-499a-8f79-09c2a0c6cb00","order_by":0,"name":"Hami Kang","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+0lEQVRIiWNgGAWjYBACAx4QWWEDZiOJsxHSciaNgQesJYFYLYwth0nQYs5z+NnDrw3n7e0lkjc+LvzBkGdw7fADhg9lh3FqsextMzeW3XE7sUcirdh4RgJDscHtNAPGGedwazE4z2AmLXnmdgKPRI6ZNE8CQ+KG2zkMzLxt+LSwf5OWbDtnD9Ri/huu5S8+LWd7zCQ/th1g7AHawgzXwohPy5kzZdIMZ5ITe848K5bmSZNInAn0y8Gec+l4tKRvk/xRYWfP3p688TOPjU1i3+3khw9+lFnj1AICzDwItgSDwgEGhgN41QMB4w9knnwDIfWjYBSMglEw0gAAKjtXFea7/R4AAAAASUVORK5CYII=","orcid":"https://orcid.org/0000-0002-8371-6826","institution":"Columbia University Irving Medical Center","correspondingAuthor":true,"prefix":"","firstName":"Hami","middleName":"","lastName":"Kang","suffix":""},{"id":498369825,"identity":"f4615623-18fc-4295-967a-167cf15bf2b6","order_by":1,"name":"Sean Nguyen","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Sean","middleName":"","lastName":"Nguyen","suffix":""},{"id":498369826,"identity":"595d8b0b-eac4-4cdf-b219-3f4e451d856c","order_by":2,"name":"Adedeji Adeniyi","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Adedeji","middleName":"","lastName":"Adeniyi","suffix":""},{"id":498369827,"identity":"16849bde-f4e5-45ef-8fbe-36218a625436","order_by":3,"name":"Angel Rosario","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Angel","middleName":"","lastName":"Rosario","suffix":""},{"id":498369828,"identity":"7b91d817-0bad-49c6-9edf-fdd3e030ee27","order_by":4,"name":"Haley Grayson","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Haley","middleName":"","lastName":"Grayson","suffix":""},{"id":498369829,"identity":"5e353dc2-ca9e-471e-9f58-abaee57ad23f","order_by":5,"name":"Beverly Okyere","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Beverly","middleName":"","lastName":"Okyere","suffix":""},{"id":498369830,"identity":"8810f45b-5c79-4706-af55-7d6722110973","order_by":6,"name":"Chandra Jain","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Chandra","middleName":"","lastName":"Jain","suffix":""},{"id":498369831,"identity":"914cfaea-95c6-4d02-a7b7-8df0d28525c8","order_by":7,"name":"Jessica Ding","email":"","orcid":"","institution":"New York University Medical Center: NYU Langone Health","correspondingAuthor":false,"prefix":"","firstName":"Jessica","middleName":"","lastName":"Ding","suffix":""},{"id":498369832,"identity":"448fcc76-7f9f-408a-a258-8516564b3420","order_by":8,"name":"Abirami Muthumani","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Abirami","middleName":"","lastName":"Muthumani","suffix":""},{"id":498369833,"identity":"07c197e7-1eb0-4203-bec2-adcb416238f1","order_by":9,"name":"Tyler Daniel","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Tyler","middleName":"","lastName":"Daniel","suffix":""},{"id":498369834,"identity":"e4cb00dc-cf14-492c-95db-56e04eb0f7a8","order_by":10,"name":"Raysha Farah","email":"","orcid":"","institution":"Harvard Medical School","correspondingAuthor":false,"prefix":"","firstName":"Raysha","middleName":"","lastName":"Farah","suffix":""},{"id":498369835,"identity":"2cfb6502-2306-482f-8b14-cddc29e2e523","order_by":11,"name":"Haris Choudry","email":"","orcid":"","institution":"Burke Rehabilitation Hospital","correspondingAuthor":false,"prefix":"","firstName":"Haris","middleName":"","lastName":"Choudry","suffix":""},{"id":498369836,"identity":"38e4fd6b-9e57-4b2d-bd54-dcb091491dd9","order_by":12,"name":"Simron Gill","email":"","orcid":"","institution":"Winifred Masterson Burke Medical Research Institute: Burke Neurological Institute","correspondingAuthor":false,"prefix":"","firstName":"Simron","middleName":"","lastName":"Gill","suffix":""},{"id":498369837,"identity":"324cf56e-57d1-4a4e-983d-ef8678b77f66","order_by":13,"name":"Catherine McManus","email":"","orcid":"","institution":"Columbia University Irving Medical Center","correspondingAuthor":false,"prefix":"","firstName":"Catherine","middleName":"","lastName":"McManus","suffix":""}],"badges":[],"createdAt":"2025-07-17 08:40:46","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7146772/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7146772/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89283870,"identity":"b298f435-dd02-4258-a553-0b4677321360","added_by":"auto","created_at":"2025-08-18 10:58:42","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":480624,"visible":true,"origin":"","legend":"\u003cp\u003eFlowchart of the workshop that took place in New York City in November 2024\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7146772/v1/d0779a15f72ac1ba938acf1f.png"},{"id":89282912,"identity":"96c7cd0e-1444-474e-9ebd-717af8964311","added_by":"auto","created_at":"2025-08-18 10:50:42","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":711104,"visible":true,"origin":"","legend":"\u003cp\u003ePre and post workshop survey results.\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-7146772/v1/ae7d5d5930caa1a1ba21a4e1.png"},{"id":89282909,"identity":"2df4aec1-0cfc-4ce9-8045-c89a0cc271a5","added_by":"auto","created_at":"2025-08-18 10:50:42","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":187551,"visible":true,"origin":"","legend":"\u003cp\u003eParticipant Satisfaction\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-7146772/v1/695a814c6a1fdf8805a791fa.png"},{"id":91778639,"identity":"43f4c8e6-29f2-4657-9b60-bedfa78a1e7f","added_by":"auto","created_at":"2025-09-20 23:33:26","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2271603,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7146772/v1/a1654b59-5435-4a5f-8b64-3bb586b2d28b.pdf"},{"id":89282920,"identity":"05e9a251-c0c8-4219-a247-84b39306cdfd","added_by":"auto","created_at":"2025-08-18 10:50:42","extension":"docx","order_by":4,"title":"","display":"","copyAsset":false,"role":"supplement","size":14219,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementaryMaterial.docx","url":"https://assets-eu.researchsquare.com/files/rs-7146772/v1/f112a420799a79a34248c322.docx"}],"financialInterests":"","formattedTitle":"Beyond the Operating Room: A Collaborative, Multi-Institutional Approach to Increasing Representation in Surgery via Early Exposure – A Longitudinal Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eGeneral Surgery and Physical Medicine \u0026amp; Rehabilitation (PM\u0026amp;R) represent two essential medical specialties, distinct in focus yet united in purpose, working together to bridge the gap between acute intervention and comprehensive recovery. This dynamic optimizes outcomes for patients who face significant challenges in regaining functionality and quality of life after surgical interventions. The two disciplines complement each other, yet the full potential of their collaboration remains underrealized, particularly in addressing systemic underrepresentation. Women, racial and ethnic minorities, and individuals from disadvantaged socioeconomic backgrounds have historically faced significant barriers in entering and advancing within these fields, which not only stifles innovation but also compromises the ability to deliver equitable, culturally competent care to increasingly diverse patient populations [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eA closer look at collaborative care models highlights the transformative potential of aligning PM\u0026amp;R and Surgery to enhance patient outcomes and foster greater equity. For instance, Enhanced Recovery After Surgery (ERAS) protocols have demonstrated how multidisciplinary approaches can optimize recovery by involving diverse teams of surgeons, rehabilitation specialists, and support staff. These protocols improve efficiency and address disparities in care, ensuring that the unique needs of underrepresented populations are met [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Such models exemplify how collaboration between these specialties can create environments where diversity thrives and contributes meaningfully to patient outcomes.\u003c/p\u003e\u003cp\u003eBeyond enhancing recovery processes, multidisciplinary frameworks have shown the power to foster equity within healthcare systems. Integrating perspectives from PM\u0026amp;R and surgery enriches clinical decision-making and mitigates biases that may otherwise affect patient care. Soukup et al. (2018) emphasize team-based care as critical for fostering inclusivity, as it encourages diverse professionals to contribute their expertise and develop treatment plans that are both innovative and equitable [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. This collaborative ethos is particularly impactful in creating pipelines for underrepresented individuals who benefit from systems designed to support a broader range of voices in care delivery.\u003c/p\u003e\u003cp\u003eThe relationship between surgery and PM\u0026amp;R becomes even more critical when viewed through a longitudinal lens. Sustained Interdisciplinary Collaboration demonstrates how these two specialties can work in tandem to support long-term recovery while addressing systemic inequities. Taberna et al. (2020) provide insights into how longitudinal programs improve patient care and institutional frameworks, fostering inclusion and resilience [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Haji et al. (2021) further underline the importance of embedding rehabilitative principles into surgical education, particularly in global contexts, to prepare trainees for the complexities of modern healthcare [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. By integrating rehabilitation into surgical training, institutions equip their workforce to tackle diverse challenges while providing opportunities for professionals from marginalized backgrounds to excel.\u003c/p\u003e\u003cp\u003eThis study builds upon these insights to present a novel multidisciplinary initiative designed to address systemic inequities in both surgery and PM\u0026amp;R. By integrating recruitment, mentorship, and training strategies that bridge these two fields, this program seeks to create a pipeline for underrepresented groups and foster an inclusive and supportive environment from the operating room to long-term rehabilitation. Through longitudinal evaluation, this study aims to demonstrate how the synergy between PM\u0026amp;R and General Surgery can advance equity and serve as a replicable model for other healthcare disciplines.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThe workshop was conducted in November 2024 and involved collaboration between faculty and residents from Columbia University Irving Medical Center, Mount Sinai Health System, and New York University Langone Medical Center. The complete workshop outline is shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003eThe curriculum was co-developed in collaboration with the Columbia PM\u0026amp;R Series and the Columbia Chapter of Socially Responsible Surgery (Columbia SRS), a multidisciplinary group dedicated to reducing surgical disparities through advocacy, research, education, and service. The curriculum aimed to: (1) promote diversity in surgery and PM\u0026amp;R, (2) enhance students' understanding of surgical specialties for informed career decisions, and (3) introduce post-operative rehabilitation and the role of PM\u0026amp;R physicians in surgical care.\u003c/p\u003e\u003cp\u003eThe program was co-led by medical and pre-medical students and included two 30-minute lectures covering PM\u0026amp;R, rehabilitation, and prosthetics (presented by Burke Rehabilitation Hospital), general surgery (led by Columbia SRS), and vascular surgery (delivered by NYU Langone Vascular Surgery). Special emphasis was placed on vascular surgery due to its intersection with PM\u0026amp;R in the management of amputations and post-operative rehabilitation. Following the lectures, a 30-minute Q\u0026amp;A session featured faculty, General Surgery and PM\u0026amp;R residents, and representatives from Hanger Clinic, a leading orthotics and prosthetics provider. Participants then engaged in two 45-minute interactive sessions. The General Surgery session provided hands-on training in basic open and laparoscopic surgical techniques using laparoscopic trainers. The Hanger Clinic session utilized live patient models to demonstrate amputations, rehabilitation, and the use of upper and lower extremity prostheses. This structured curriculum fostered a comprehensive understanding of surgical and rehabilitative care, highlighting interdisciplinary collaboration in patient management.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e Consenting participants completed pre- and post-workshop surveys via Qualtrics. This study was reviewed by the Institutional Review Board (IRB) and deemed to be exempt. The surveys assessed demographics, workshop learning objectives, learning environment feedback, and baseline knowledge of sports medicine. Questions were adapted from Adeniyi et al. (2024).\u003c/p\u003e\u003cp\u003e To recruit pre-medical participants, outreach was conducted via social media in addition to collaborating with pre-health organizations, including the American Medical Women's Association (AMWA), Minority Association of Pre-Medical Students (MAPS), Latino Student Medical Association (LSMA), Pre-Student Osteopathic Medical Association (Pre-SOMA), Association of Academic Physiatrists (AAP), PremedCC, StriveForDiveristy, and Alpha Epsilon Delta (AED). An email was sent to partnering student organizations with information about the workshop and the pre-workshop survey. We also utilized the National Association of Advisors for the Health Professions (NAAHP) database to retrieve email contacts of pre-health advisors in the New York, New Jersey, and Connecticut tri-state area. Participants were selected to attend the workshop on a first come, first serve basis according to the order at which they signed up for the workshop.\u003c/p\u003e\u003cp\u003eStudents were presented with the same statements in the post workshop survey and asked to rate their agreement with knowledge and confidence statements using a 5-point Likert scale (1\u0026thinsp;=\u0026thinsp;disagree, 2\u0026thinsp;=\u0026thinsp;slightly disagree, 3\u0026thinsp;=\u0026thinsp;neither agree/disagree, 4\u0026thinsp;=\u0026thinsp;slightly agree, 5\u0026thinsp;=\u0026thinsp;agree). Example statements included \"I can describe common vascular diseases\" and \"I understand the indications for laparoscopy in surgery.\"\u003c/p\u003e\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003eStatistical Analysis\u003c/h2\u003e\u003cp\u003eDescriptive statistics were calculated for all survey data using T test. Statistical analyses, as well as the generation of figures and tables, were performed using BioRender (BioRender, Toronto, Canada), Microsoft Office 365 (Microsoft Corporation, Washington, United States), and RStudio (R Foundation for Statistical Computing, Vienna, Austria). Comparative analysis using independent t-tests assuming unequal variance (one tail t-test).\u003c/p\u003e\u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eA total of 229 pre-medical students completed the pre-workshop survey and registered for the workshop. Of the 229 students who completed the pre-workshop survey, 82 attended the workshop. Post-workshop surveys were completed by 58 participants, yielding a 70.7% response rate among attendees. Among respondents, 52% (n\u0026thinsp;=\u0026thinsp;119) identified as underrepresented in medicine (URiM), 75% as prospective first-generation medical students, and 39% (n\u0026thinsp;=\u0026thinsp;89) as first-generation college students in the United States. Gender distribution included 78% (n\u0026thinsp;=\u0026thinsp;179) identifying as female and 20.5% (n\u0026thinsp;=\u0026thinsp;47) as male. Institutional affiliation data indicated that most participants were from New York University (34%, n\u0026thinsp;=\u0026thinsp;77), Columbia University (30%, n\u0026thinsp;=\u0026thinsp;69), and the City University of New York (CUNY) system (12%, n\u0026thinsp;=\u0026thinsp;28). \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDemographic information\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCategory\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN (%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eUnderrepresented in Medicine (URiM)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e119 (52%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eProspective First-Generation Medical Students\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e172 (75%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eFirst-Generation College Students (US)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e89 (39%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eFemale\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e179 (78%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eMale\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e47 (20.5%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003e\u003cb\u003eUndergraduate Institution\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eNew York University\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e77\u003c/p\u003e\u003cp\u003e(34%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eColumbia University\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e69 (30%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eCity University of New York (CUNY)\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e28 (12%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eWorkshop Recruitment Strategies and Prior Knowledge of PM\u0026amp;R\u003c/b\u003e:\u003c/p\u003e\u003cp\u003eStudent recruitment was most effective through email newsletters (58%, n\u0026thinsp;=\u0026thinsp;132) and social media outreach (25%, n\u0026thinsp;=\u0026thinsp;58) (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e. The primary motivations for attending the workshop included interest in general surgery (87%, n\u0026thinsp;=\u0026thinsp;199), networking opportunities with faculty (79%, n\u0026thinsp;=\u0026thinsp;180) and medical students (79%, n\u0026thinsp;=\u0026thinsp;181), and learning about general surgery objectives and daily workflows (72%, n\u0026thinsp;=\u0026thinsp;165). Interactive small-group sessions were also key motivators, particularly laparoscopic techniques (51%, n\u0026thinsp;=\u0026thinsp;117), musculoskeletal radiographic imaging interpretation (49%, n\u0026thinsp;=\u0026thinsp;113), and limb loss education (47%, n\u0026thinsp;=\u0026thinsp;108).\u003c/p\u003e\u003cp\u003eBefore the workshop, 96% (n\u0026thinsp;=\u0026thinsp;220) of participants were familiar with General Surgery, with 80% (n\u0026thinsp;=\u0026thinsp;177) first learning about the specialty before college. Social media served as the primary means of discovery for 50% (n\u0026thinsp;=\u0026thinsp;109), while direct clinical exposure was limited; only 8% (n\u0026thinsp;=\u0026thinsp;19) had shadowed a general surgeon, and 3% (n\u0026thinsp;=\u0026thinsp;7) had a general surgery mentor \u003cb\u003e(\u003c/b\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e\u003cb\u003e)\u003c/b\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eReferral Source to Workshop\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eQuestion: How did you hear about the workshop? (select all that apply)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSource of Referral\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN (%) Frequency\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmail Newsletter\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e132 (58%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSocial Media\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e58 (25%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFriend or Classmate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e42 (18%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAdvisor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e32 (14%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePrinted Flyer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5 (2%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOther\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (1%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eGeneral Surgery Exposure\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003ePre-Workshop Question\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eN (%)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eHave you heard of General Surgery?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e219 (96%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e10 (4%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eWhen did you first hear about General Surgery? (if answered \u0026ldquo;Yes\u0026rdquo; on previous question)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBefore High School\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e73 (33%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHigh School\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e104 (47%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUndergraduate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e37 (17%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAfter College\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5 (2%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFirst time hearing about Orthopedic Surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1 (0.5%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eHow did you hear about General Surgery?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSocial Media\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e109 (50%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily Member/Friend Experience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e83 (38%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonal Experience (i.e., as a patient)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e38 (17%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eReferred to the Field by a Friend/Colleague/Mentor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e28 (13%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily Member is a General Surgeon\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5 (2%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e\u003cp\u003eOther - Respondents entered the methods in which they heard about General Surgery.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEducation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7 (3%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHealthcare\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7 (3%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTelevision Show\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4 (2%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eResearch\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2 (0.9%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eInternet\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1 (0.5%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePre Health Organization\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1 (0.5%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGeneral Knowledge\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1 (0.5%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eShadowed a General Surgeon?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e19 (8%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e210 (92%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eHave you had a General Surgeon as a Mentor?\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7 (3%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e222 (97%)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePre and Post survey results\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuestions\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePresurvey\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePost Survey\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTotal response (N)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eP value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am interested in pursuing a career in surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e3.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.07\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand how to become a surgeon\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the responsibilities of a surgeon\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the pros and cons of a career in surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the ways in which surgeons collaborate with PM\u0026amp;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel confident with basic laparoscopic skills\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the indications for laparoscopy in surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am familiar with interpreting basic musculoskeletal radiographic images\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand how to differentiate between an CT Scan, X-Ray, and MRI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the various types of prosthetic devices available\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can identify different types of amputations (e.g., upper limb, lower limb)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can describe common medical and traumatic causes for amputations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can identify the major blood vessels in the human body and their functions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can describe common vascular diseases\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can describe the phases of rehabilitation following an amputation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e222/58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e* represents statistical significance p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/p\u003e\u003cp\u003eComparative analysis revealed statistically significant improvements in students' self-reported confidence and knowledge across multiple surgical domains, including common vascular diseases, indications for amputation, laparoscopic techniques and indications, professional advantages and disadvantages, and surgical career pathways and responsibilities (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Complete pre- and post-workshop comparisons for all measured domains are presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e4\u003c/span\u003e, Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eStudents demonstrated significant improvements in understanding post-operative rehabilitation and coordinated care between surgeons and PM\u0026amp;R physicians, with mean scores increasing from 1.6 to 3.8 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). As shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e5\u003c/span\u003e, \u003cb\u003e86\u003c/b\u003e% of participants (n\u0026thinsp;=\u0026thinsp;50) reported feeling equipped to seek mentorship opportunities and 69% (n\u0026thinsp;=\u0026thinsp;40) found the information presentation easy to follow. All participants (100%, n\u0026thinsp;=\u0026thinsp;58) indicated they would recommend the workshop to others.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003e3 month follow up survey results\u003c/b\u003e:\u003c/p\u003e\u003cp\u003eOf the 58 participants who completed the post-workshop survey, 12 (20.68% of attendees) students completed a 3 month followup survey. Comparative analysis of the post workshop survey and 3 month follow up survey using independent t-test revealed no statistically significant change in the student\u0026rsquo;s self reported confidence across almost all domains. The statement \u0026ldquo;I can identify the major blood vessels in the human body and their functions,\u0026rdquo; had a significant increase in confidence from the participants (average of 2.5 to 3.2) (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). There were no other significant changes in participants' reported confidence or enthusiasm regarding general surgery and physical medicine and rehabilitation, suggesting retained confidence in these areas. Complete immediate post survey and 3 month follow up responses can be seen in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eGeneral Surgery 3-month follow-up survey results\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuestions\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePost survey mean (SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFollow up mean (SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eP value\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am interested in pursuing a career in surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.64 (0.93)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.5 (0.90)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.64\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand how to become a surgeon\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.72 (0.95)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.33 (0.78)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.19\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the responsibilities of a surgeon\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.74 (0.98)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.5 (1)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.44\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the pros and cons of a career in surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.60 (0.94)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.67 (0.89)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.83\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the ways in which surgeons collaborate with PM\u0026amp;R\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.34 (0.76)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.58 (0.90)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.34\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI feel confident with basic laparoscopic skills\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.91 (1.11)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.08 (1.16)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.64\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the indications for laparoscopy in surgery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.72 (0.93)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.83 (1.11)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.72\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI am familiar with interpreting basic musculoskeletal radiographic images\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.97 (1.36)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.08 (1.56)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.79\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand how to differentiate between an CT Scan, X-Ray, and MRI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.97 (1.46)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.67 (1.50)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.14\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI understand the various types of prosthetic devices available\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.59 (0.92)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.67 (1.23)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.80\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can identify different types of amputations (e.g., upper limb, lower limb)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.55 (0.90)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.75 (1.14)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.51\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can describe common medical and traumatic causes for amputations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.79 (0.95)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.08 (0.90)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.33\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can identify the major blood vessels in the human body and their functions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.5 (0.90)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.17 (1.11)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.03*\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eI can describe common vascular diseases\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e2.72 (0.97)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.67 (1.37)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.86\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e* represents statistical significance p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe results of this study suggest a valuable role for collaborative educational workshops in addressing systemic underrepresentation in medicine and interspecialty collaboration between PM\u0026amp;R and General Surgery. This structured curriculum fostered a comprehensive understanding of surgical and rehabilitative care, highlighting interdisciplinary collaboration in patient management. Through developing a novel interdisciplinary workshop, we introduced pre-medical students from various schools and backgrounds to careers in surgery, PM\u0026amp;R, and medicine in general. The outcomes seen here also emphasize the significance of an interactive workshop in teaching students key components of surgery and rehabilitation, including laparoscopy, prosthetic devices, and pathology behind vascular diseases and amputations. Altogether, this event proved key to increasing pre-medical student interest and knowledge in the medical field, especially for those who identify as underrepresented in medicine or first-generation college/medical students.\u003c/p\u003e\u003cp\u003e\u003cb\u003eGeneral Surgery and PM\u0026amp;R Experience\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThrough a lecture-based and hands-on workshop, students gained meaningful exposure to key aspects of General Surgery and PM\u0026amp;R. Beyond simple awareness, the workshop significantly enhanced students\u0026rsquo; confidence in becoming a surgeon (average of 2.5 to 3.6, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Pre-workshop survey responses highlighted gaps in clinical exposure and access to mentorship within the field of General Surgery, the presence of which are associated with higher confidence levels in specialty choice [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Post-workshop responses revealed significant growth in the understanding of surgical techniques (e.g., laparoscopy), rehabilitation tools (e.g., prosthetics), and career pathways, all of which have been shown to significantly sustain long-term interest and future career paths [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Students reported overwhelming satisfaction with their mentorship opportunities during this workshop. The 100% recommendation rate is a direct marker of student satisfaction and the efficacy of programs in promoting mentorship. These findings demonstrate that hands-on workshops effectively expand pre-medical students' knowledge, clinical experience, and mentorship, which are all vital for burgeoning medical professionals [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e\u003cp\u003e\u003cb\u003eDiversity\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis workshop effectively engaged a diverse array of pre-medical students through outreach to pre-medical organizations at institutions in the tri-state area. Over half of the students in attendance identified as underrepresented in medicine, and three-quarters would be the first generation to attend medical school if accepted. Female-identifying students comprised the majority of participants, outnumbering their male and other-identifying peers in gender distribution. Exposure is particularly meaningful for racial and ethnic minorities, women, and individuals from disadvantaged socioeconomic backgrounds who generally lack representation in surgery [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] and continue to face systemic barriers to entry in medicine [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eEngaging students early in their academic journey may contribute to a more inclusive physician pipeline that better reflects the communities they serve [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. In fact, previous studies have shown that early exposure to surgery specifically increases the pursuit of surgery and may positively impact premedical students\u0026rsquo; perception of surgery [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Furthermore, specifically engaging female-identifying students, as was largely done in this workshop by recruiting through American Medical Women's Association (AMWA), has been proven effective in increasing interest and opinions of fields where women do not typically predominate. This is particularly important given perceived barriers among women in regard to entering surgical fields [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Overall, this workshop targeted historically underrepresented minorities by providing exposure to the fields of general surgery and PM\u0026amp;R. Such early exposure can prove meaningful in promoting positive perception of both fields, as well as future pursuit of either specialty, particularly within the diverse groups who attended this event.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMentorship\u003c/b\u003e\u003c/p\u003e\u003cp\u003eA vast majority of participants felt equipped to identify future mentors after their experience in this workshop. Mentorship has previously been shown to play a crucial role in improving undergraduate student confidence as well as preparation for medical school. This is largely because the presence of mentors can provide access to resources that help mitigate existing barriers to entry [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Medical student mentors in particular can provide resources that help underrepresented pre-medical students gain knowledge and confidence in preparing for medical careers [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Furthermore, several participants in this workshop formed connections by collaborating with medical students present at the workshop and in drafting this manuscript. Altogether, these findings suggest that workshops such as this one can increase students\u0026rsquo; ability to find mentors, who can then fill in knowledge and confidence gaps to set more underrepresented students on medical career paths.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLimitations\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis study has several limitations. First, workshop participation was voluntary, possibly attracting students already interested in General Surgery or PM\u0026amp;R before the workshop. Mandatory participation could better assess the workshop's impact across participants with a wider range of interests. Second, recruitment through digital platforms and pre-health organizations may have inadvertently excluded students without social media access or those not affiliated with such organizations, potentially limiting reach to underserved demographics [\u003cspan additionalcitationids=\"CR20\" citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Third, the survey design may have introduced response bias, as students who felt positively about the workshop may have been more likely to complete post-workshop evaluations, potentially inflating measures of satisfaction and perceived knowledge gains. Efforts to mitigate this in future studies could include anonymous follow-up surveys with higher response incentives or comparison groups. Expanding the study beyond the tri-state area would effectively reach an even more diverse array of students, and provide additional supporting evidence into its efficacy. Lastly, there is a lack of long-term data to determine whether participants ultimately pursued a career in medicine and, if so, whether this exposure played an instrumental role in that decision.\u003c/p\u003e\u003cp\u003eIt is important to note although the same population completed the pre- and post-surveys, responses were not tracked at the individual level. As a result, we treated the pre- and post-groups as independent samples for analysis even though they are not truly independent, which is a necessary assumption that limits the precision of our comparisons.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn conclusion, this study highlights the benefits of an educational workshop with hands-on learning experiences to historically underrepresented students interested in medical careers including bridging knowledge gaps and providing abundant networking opportunities. As medicine advances, access must too. Greater attention to initiatives like this can be pivotal in bridging health disparities and improving representation in the field [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. While there is more to be learned on the effectiveness and long-term impacts, the future remains bright regarding diversifying the medical field and promoting interdisciplinary collaboration [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConflict of Interest:\u003c/strong\u003e\u003cp\u003eThe authors did not receive support from any organization for the submitted work.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eEthical Approval:\u003c/strong\u003e\u003cp\u003eIRB evaluated the protocol which was deemed exempt (IRB: AAAU9863).\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eAuthor contributions\u003c/h2\u003e\u003cp\u003eEach author meets authorship criteria per the guidelines of the International Committee of Medical Journal Editors and has participated sufficiently.\u003c/p\u003e\u003ch2\u003eData availability:\u003c/h2\u003e\u003cp\u003eA curated version of the dataset will be freely available as requested from the corresponding author.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eDixon G, McGeary D, Silver JK, et al. 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Epub 2024 Dec 3. doi:\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1097/PHM.0000000000002671\u003c/span\u003e\u003cspan address=\"10.1097/PHM.0000000000002671\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-7146772/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7146772/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003ePurpose\u003c/h2\u003e\u003cp\u003eSeveral organizations (e.g., Association of Surgical Education) advocate for innovative approaches to foster a more inclusive environment in surgery. Despite efforts, representation of women and specific groups, including Black, and Hispanic trainees, remain disproportionately low compared to the general population. Research indicates that early exposure to healthcare careers, even at the pre-medical/undergraduate level, could foster interest in medicine and improve representation in the surgical field. However, initiatives leveraging a multi-institutional approach with interdisciplinary collaboration remain limited and unexplored as tools to attract diverse talents further.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eWe developed a half-day interdisciplinary workshop introducing pre-medical students to surgery, focusing uniquely on post-operative rehabilitation and healthcare disparities in post-amputees. The workshop, held in November 2024, was led by Patients as Teachers (PaT) alongside General Surgery, Vascular Surgery, and PM\u0026amp;R specialists. Physicians, residents, and medical students from multiple New York City programs engaged with pre-medical students. We collected demographic data and assessed surgical knowledge and workshop objectives through pre/post-workshop surveys and a three-month follow-up.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eA diverse cohort of 229 pre-medical students registered and completed the pre-workshop survey. Most were female (78%, n\u0026thinsp;=\u0026thinsp;179), with 52% (n\u0026thinsp;=\u0026thinsp;119) identifying as underrepresented in medicine and 39% (n\u0026thinsp;=\u0026thinsp;179) prospective first-generation medical students. Most participants were recruited via organizational email newsletters (58%, n\u0026thinsp;=\u0026thinsp;132) and social media outreach (25%, n\u0026thinsp;=\u0026thinsp;58). Despite high awareness of the surgical field (96%, n\u0026thinsp;=\u0026thinsp;220), only 8% (n\u0026thinsp;=\u0026thinsp;19) had shadowed a surgeon, and 3% (n\u0026thinsp;=\u0026thinsp;7) had received mentorship. Post-workshop results (70.7% response rate) demonstrated a statistically significant increase (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) in the knowledge of the surgical profession and topics, including common vascular diseases, indications for amputation, laparoscopic techniques and indications, the pros and cons the profession, and the pathways and responsibilities of a surgeon. Understanding of post-operative rehabilitation and the role of coordinated care between surgeons and PM\u0026amp;R physicians also improved significantly (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). The workshop was enthusiastically embraced, with all attendees reporting they would recommend it to a friend and 86% (n\u0026thinsp;=\u0026thinsp;50) reporting they could identify a future mentor. At the three-month follow-up assessment (n\u0026thinsp;=\u0026thinsp;12), students maintained their previously reported levels of confidence in their knowledge and enthusiasm for general surgery and physical medicine and rehabilitation, with no significant changes observed.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThe curriculum was well received, significantly increasing short- and long-term awareness of key surgical topics and post-operative rehabilitation. Participants reported high satisfaction with the content and structure. These findings support the need for expanding early exposure programs and leveraging a collaborative, multi-institutional approach to attract diverse students to surgery.\u003c/p\u003e","manuscriptTitle":"Beyond the Operating Room: A Collaborative, Multi-Institutional Approach to Increasing Representation in Surgery via Early Exposure – A Longitudinal Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-18 10:50:37","doi":"10.21203/rs.3.rs-7146772/v1","editorialEvents":[{"type":"communityComments","content":1}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1c8a6da6-df1b-43f9-9e1e-9e907177efda","owner":[],"postedDate":"August 18th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-09-20T23:25:18+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-18 10:50:37","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7146772","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7146772","identity":"rs-7146772","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}