Advancing Inclusive Excellence in Pediatric Surgery: A National Longitudinal Mentorship Program
Grace Mallampalli1, Amelia E Gavulic2, Insiyah Campwala3
1Department of Surgery, UT Southwestern Medical Center, Dallas, TX, USA.
Insights
The Alliance of Pediatric Surgeons Growing and Advancing Representation (APGAR) program successfully engaged diverse learners in pediatric surgery. Structured mentorship fostered early interest and exploration in the field.
Area of Science:
- Medical Education
- Surgical Training
- Diversity in Medicine
Background:
- Historically underrepresented groups face barriers in pediatric surgery.
- The Alliance of Pediatric Surgeons Growing and Advancing Representation (APGAR) was established to address this gap.
- A structured, multi-tiered mentorship model was developed to support learners.
Purpose of the Study:
- To implement and evaluate the pilot programming of APGAR.
- To assess participants' perspectives on the mentorship model.
- To determine the short-term impact of APGAR on career interest in pediatric surgery.
Main Methods:
- Established longitudinal mentorship groups ('pods') across training levels.
- Pods met quarterly, supplemented by APGAR-wide virtual programming.
- Administered pre- and one-year follow-up surveys to assess program impact.
Main Results:
- 104 trainees and 26 faculty participated across 17 pods and 54 institutions.
- APGAR significantly increased appreciation for pediatric surgery careers (78% vs. 94%, p=0.031).
- Most participants expressed interest in pursuing pediatric surgery (56%) and valued the mentorship (77%).
Conclusions:
- APGAR programming effectively engaged learners in pediatric surgery.
- Structured virtual programming and mentorship fostered early interest and exploration.
- Participants highly valued the mentorship in shaping their career perspectives.
Purpose:
The Alliance of Pediatric Surgeons Growing and Advancing Representation (APGAR) was created to systematically expand mentorship and sponsorship for learners historically underrepresented in pediatric surgery. We implemented a structured, multi-tiered mentorship model that includes participants from high school through attending pediatric surgeons. We report the conceptual framework, development, and implementation of APGAR's pilot programming, participants' perspectives, and short-term impact.
Methods:
Longitudinal mentorship groups ("pods") were established with representatives across training levels from high school students to pediatric surgery attendings. Pods met independently at least every 3 months, supplemented by APGAR-wide virtual programming on key topics,. To evaluate program impact, a survey was administered before pod formation (Apr/May 2022) and at the one-year follow-up (Apr/May 2023). Descriptive statistics were used to characterize participant demographics. Two-sample t-tests and chi-squared tests were used to compare survey variables.
Results:
Within 17 pods, 104 trainees and 26 faculty pediatric surgeons participated, representing 54 institutions. Ninety-five participants completed the pre-survey and 31 completed post-surveys (22 completed both). Survey participants (70 % students) were primarily women (80 %), 39 % White, 26 % Asian, 18 % Black, 10 % multiracial, and 6 % Hispanic. After one year, APGAR significantly impacted respondents' appreciation of the intellectual challenge offered by a career in pediatric surgery (78 % vs. 94 %, p = 0.031). Most reported an interest in pursuing pediatric surgery (56 %) and value the mentorship provided (77 %).
Conclusion:
APGAR programming successfully engaged learners in pediatric surgery through structured virtual programming, fostering early interest and exploration. Participants frequently cited the value of mentorship in shaping their perspectives.
Level Of Evidence:
IV.
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