Michael Magdi Awad

All Publications

• How we talk and teach in the operating room: using live operative recordings to evaluate resident autonomy GLOBAL SURGICAL EDUCATION - JOURNAL OF THE ASSOCIATION FOR SURGICAL EDUCATION Caldwell, K. E., Beneville, B. T., Bennett, J., Jama, M., Fox, C., Ferzoco, M., Lewis, L., Tong, J., Awad, M. M. 2026; 5 (1)

  View details for DOI 10.1007/s44186-026-00584-6

  View details for Web of Science ID 001879480900001

• Enhancing Graduate Surgical Education: Recommendations for Development of Common Surgery Education and Training Accreditation Standards. Annals of surgery open : perspectives of surgical history, education, and clinical approaches Ellison, E. C., Hoyt, D. B., Britt, L. D., Healy, G. B., Potts, J. R., Awad, M. M., Gantwerker, E. A., Gaitanidis, A., Bradford, C. R., Burns, R. P., Hawn, M. T., Hunter, J. G., Lee, C. T., Lillemoe, K. D., Mahmoud, N. N., Matthews, J. B., Neumeister, M. W., Sie, K. C. 2026; 7 (2): e659

  Abstract

  Concerns persist within the surgical community that completion of an accredited surgical residency no longer consistently ensures that trainees are ready for independent practice. In response, the Independent Committee for Graduate Surgical Education (ICGSE) was established in January 2025 to address the unique requirements of surgical training. The committee's mandate was to recommend program standards that would potentially optimize education and training for surgical residents, with the goal of improving patient care.The ICGSE, consisting of 71 surgeons across 16 specialties, reviewed the history of surgical accreditation and relevant literature. Workgroup-led discussions identified strategies for improving trainee readiness and modernization of program accreditation standards.A literature review showed a "readiness gap" affecting 20%-30% of surgical trainees across multiple specialties. Key areas for improvement include:1. Designing curricula that increase clinical exposure, promote progressive autonomy, and facilitate transition to independent practice.2. Aligning training with the realities of surgical practice.3. Balancing accreditation requirements with efforts to reduce administrative burden and enhance faculty development.4. Emphasizing program evaluation beyond board passage rates and surveys to include real-time and longitudinal tracking of skill and clinical judgment acquisition.5. Supporting faculty education in teaching and assessment.6. Providing clear developmental roadmaps for lifelong learning.1. Modernize accreditation through application of continuous quality improvement processes.2. Implement an outcomes-focused curriculum adaptable to each specialty that encourages innovation.3. Supplement case logs with an evidence-based framework for assuring procedural competency.4. Require standardized nontechnical skills training and assessment.5. Establish a longitudinal, competency-based assessment system.6. Mandate verifiable faculty development with institutional support.The ICGSE recommends that the graduate surgery education community, in collaboration with oversight organizations and professional associations, work to develop common surgery-focused accreditation standards that would drive the excellence required in surgical care.

  View details for DOI 10.1097/AS9.0000000000000659

  View details for PubMedID 42344452

  View details for PubMedCentralID PMC13290162

• Personality traits and resident education preferences within general surgery. Surgical endoscopy Gerull, W. D., Gerull, K. M., Gan, C., Bongu, A., Nepomnayshy, D., Awad, M. M. 2025

  Abstract

  General surgery residents encounter a myriad of learning environments, each involving teaching styles that may or may not align with trainees' preferred learning styles. Moreover, trainees' preferred learning styles are likely influenced by their personality traits such as their degree of introversion/extraversion. We aimed to investigate general surgery residents' personality traits and how this may impact their preferred learning styles in various environments.In March 2024, a cross-sectional survey was distributed to general surgery residents at four academic tertiary-care institutions. The survey assessed degree of introversion/extraversion through 9 questions from the validated Big 5 Personality Trait model. Based on the distribution of subject's scores, participants were binned into three groups: more introverted, intermediate, and more extraverted. The survey then asked questions about learning preferences in various surgical education environments including lectures, simulations, and in the operating room. Subjects were asked to place, in rank order, the educational and motivational value of various teaching methods within each environment.A total of 66 out of 300 eligible residents completed the survey (22%). For lecture participation modalities, introverted residents found anonymous audience polls most educational and questions to specific individuals least educational. Extraverted residents were evenly distributed on the educational value of various lecture participation modalities. Introverted residents found a required skills competition least motivational whereas extraverted residents found it the most motivational. For intraoperative educational modalities, across all residents, receiving feedback on operative technique was the most educational and motivational.In this study, links between residents' degree of extraversion and modifiable learning environment preferences were elucidated. We found differences in what introverted and extraverted residents found to be the most educational in lecture and simulation environments. These preferences highlight the importance of tailoring learning environments to optimize the educational growth of different residents.

  View details for DOI 10.1007/s00464-025-11991-z

  View details for PubMedID 40715654

  View details for PubMedCentralID 8286964