Background: The introduction of integrated thoracic surgery residency programs has led to increased recruitment efforts of medical students to pursue a career in cardiac surgery. With little representation of cardiac surgery in medical school curriculum, we assessed a cardiac surgery mini-elective’s efficacy in improving perceived knowledge among medical students. Methods: Preclinical medical students were offered the opportunity to participate in a cardiac surgery mini-elective, which consisted of five 2-hour sessions. These sessions consisted of didactic and simulation components and covered topics including cardiopulmonary bypass (CPB) and extracorporeal membrane oxygenation (ECMO), aortic disease, aortic valve replacement (AVR), transplant and left ventricular assist devices (LVAD), and coronary artery bypass grafting (CABG). Students completed pre- and post-session survey’s describing their perceived knowledge in these topics. Results: Overall, 22 students completed at least one session of the mini-elective. Fourteen (73.7%) of the students were male. Fifteen (68.2%) students completed at least three out of five sessions. The post-session survey responses showed significantly higher perceived knowledge compared to pre-session responses for all survey prompts of all five sessions. The CPB/ECMO and aortic disease sessions showed the greatest increase in post-session familiarity and perceived knowledge after the session (p<0.001) compared to the CABG, AVR, and transplant/LVAD sessions (p<0.05). Conclusions: Beyond developing interest in cardiac surgery, these data indicate that a well-planned didactic and surgical simulation program may build confidence in students’ knowledge of various cardiac surgical topics. Further studies will need to address how this increase in perceived ability lasts over time and impacts career selection.

Objectives: Though guidelines are set by the American Board of Thoracic Surgery for the operative cases that cardiothoracic surgery residents must perform to be board-eligible, no such recommendations exist to assess competency for the wide range of high-risk bedside procedures. Our department created and implemented a multi-disciplinary developed course designed to standardize common high-risk bedside procedures and credential our residents. The aim of this study was to survey the attitudes of residents to and query the efficacy of such a course. Methods: The course was designed with the goal of standardizing endotracheal intubation, arterial line insertion (radial and femoral), central venous line insertion, pigtail tube thoracostomy and nasogastric tube placement. The course consisted of an online module followed by a 4-hour hands on simulation session. Knowledge based pre and post evaluations were administered as well as Likert based survey regarding multiple aspects of the residents’ perceptions of the course and the procedures. Results: Twenty-three (7 traditional and 16 integrated) cardiothoracic surgical residents participated in the course. Residents reported that 48% of the time, bedside procedures were historically taught by other trainees rather than faculty. All residents endorsed increased standardization of all procedures after the course. Likewise, residents showed increased confidence in all procedures except for pigtail and thoracentesis as well as nasogastric tube placement. 43.5% of the participants demonstrated improvement in the pre and post-test knowledge-based evaluations. ConclusionCardiothoracic residents have favorable attitudes towards standardization and credentialing for high risk bedside procedures and utilizing such courses may help standardize procedural techniques.