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SHARE-ing the World: Mandatory Global Surgery Education for Plastic Surgery Residents at the University of Massachusetts Chan Medical School
Anna Bogursky, Mollie B. Smith, Elissa Daniel
*, Joyce K. McIntyre
University of Massachusetts Medical School, Worcester, MA
Background:Global surgery education remains inconsistently integrated into U.S. plastic surgery (PRS) residency programs. Traditional mission-based models have raised concerns regarding sustainability and equitable partnerships, and have highlighted the need for structured curricula that emphasize longitudinal engagement and long-term bilateral collaboration. We evaluated the feasibility and educational impact of integrating the Surgeons in Humanitarian Alliance for Reconstruction, Research and Education (SHARE) monthly clinical assemblies into a PRS residency curriculum.
Methods:14 residents were invited to complete pre- and post-intervention surveys assessing global health exposure, cultural competence, ethical attitudes, and confidence in low-resource care. Two residents per month, on a rotating basis, attended virtual case-based SHARE assemblies over 18 months. Surveys used five-point Likert scales across key domains. Descriptive analyses compared pre- and post-intervention responses.
Results:11 residents completed the pre-survey (78.5%), and 10 completed the post-survey (71.4%). Most reported 1-2 prior global health experiences (63.6%). Post-intervention, self-reported understanding of culturally competent care improved, with above-average responses increasing from 45.5% to 70%. Confidence in low-resource care also improved, with very confident responses rising from 18.2% to 50% and moderately confident decreasing from 72.7% to 40%. Ethical attitudes were strong at baseline and remained stable. Residents reported greater awareness of scope-of-practice boundaries in global settings. Primary barriers included operative and scheduling conflicts.
Conclusion:Integration of SHARE's curriculum into residency training is feasible and associated with improved confidence and self-perceived cultural competence. Participation reinforced ethical reflection and appropriate scope-of-practice boundaries. Virtual, longitudinal educational models offer a scalable, sustainable approach to global surgery training that prioritizes cultural humility and equitable engagement.
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