The First Two Years of the Association of Pediatric Surgery Training Program Directors (APSTPD) Transition to Fellowship Course: Lessons Learned and Future Directions

OBJECTIVE: : The first transition to fellowship course for incoming pediatric surgery fellows was held in the US in 2018 and the second in 2019. The course aimed to facili-tate a successful transition in to fellowship by introduc-tion of the professional, patient care, and technical aspects unique to pediatric surgery training. The pur -pose of this study was to evaluate the feasibility and effectiveness of the first two years of this course in the US and discuss subsequent evolution of this endeavor.DESIGN: This is a descriptive and qualitative analysis of two years' experience with the Association of Pediatric Surgery Training Program Directors' (APSTPD) Transi-tion to Fellowship course. Course development and cur-riculum, including clinical knowledge, soft skills, and hands-on skills labs, are presented. Participating incom-ing fellows completed multiple choice, boards-style pre-and post-tests. Scores were compared to determine if knowledge was effectively transferred. Participants also completed post-course evaluations and subsequent 3-or 12-month surveys inquiring on the lasting impact of the course on their transition into fellowship. Standard uni-variate statistics were used to present results.SETTING: The first APSTPD Transition to Fellowship course was held at the Johns Hopkins Hospital in Balti-more, Maryland in 2018, and the second course was held at the Oregon Health and Science University in Port-land, Oregon in 2019.PARTICIPANTS: All fellows entering ACGME-certified Pediatric Surgery fellowships in the United States were invited to participate. Twenty fellows accepted and attended in 2018, and fourteen fellows participated in 2019.RESULTS: There were 34 incoming pediatric surgery fellow participants over 2 years. Faculty represented more than 10 institutions each year. Pre-and post-test scores were similar between years, with a significant improvement of scores after completion of the course (67 +/- 10% vs 79 +/- 8%, p < 0.001). Feedback from par-ticipants was overwhelmingly positive, with skills labs being attendees' favorite component. When asked about usefulness of individual course sessions, more attendees found clinical sessions more useful than soft skills (93% vs 73%, p = 0.011). Almost all (90%) of participants reported the course met its stated purpose and would recommend the course to future fellows. This was further reflected on 3 and 12 month follow up surveys wherein 85% stated they found the course helpful during the first few months of fellowship and 90% would still recommend it.