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Related Experiment Videos

Applications of Implementation Science in Graduate Surgical Education: A Scoping Review.

Isabel Cohen1, Krystal Madkins1, Kelli Scott1

  • 1Northwestern University Feinberg School of Medicine, Department of Surgery, Chicago, Illinois.

Journal of Surgical Education
|June 5, 2026
PubMed
Summary

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Implementation Science (IS) enhances surgical education by overcoming barriers like busy schedules. Key facilitators include protected time, leadership support, and integration into existing programs.

Area of Science:

  • Implementation Science (IS) in medical education
  • Graduate surgical training and curriculum development
  • Evidence-based practice adoption in healthcare

Background:

  • Implementation Science (IS) strategies facilitate evidence-based practice adoption.
  • The application of IS in graduate surgical education is not well-defined.
  • This review addresses the gap in understanding IS in surgical training.

Purpose of the Study:

  • To identify barriers and facilitators for integrating IS into surgical education.
  • To determine best practices for IS implementation in graduate surgical training.
  • To map IS theories and frameworks used in surgical education.

Main Methods:

  • Scoping review of Embase, PubMed, Scopus, Cochrane Library, and ERIC.
Keywords:
curriculumdeterminant frameworkimplementation sciencesurgical educationsurgical residenttheoretical domains framework

Related Experiment Videos

  • Included studies used validated IS strategies for surgical resident interventions.
  • Qualitative analysis mapped IS theories/frameworks and characterized barriers/facilitators using the Theoretical Domains Framework (TDF).

    • Main Results:

    • Six studies implemented educational interventions (e.g., QI curriculum, coaching, simulation) in diverse surgical residency programs.
    • Various IS theories and frameworks were employed, including RE-AIM and Normalization Process Theory.
    • Barriers included resident schedules and clinical demands; facilitators were protected didactic time, leadership endorsement, and integration into existing programs.

    Conclusions:

    • Diverse IS theories and frameworks successfully supported educational practice implementation in surgical residency.
    • Barriers and facilitators aligned with TDF domains, particularly 'Environmental Context and Resources' and 'Social Influences'.
    • Protected didactic time, leadership buy-in, and integration into established curricula are crucial facilitators for IS in surgical education.