Reply to the Editor:
The author reported no conflicts of interest.
The Journal policy requires editors and reviewers to disclose conflicts of interest and to decline handling or reviewing manuscripts for which they may have a conflict of interest. The editors and reviewers of this article have no conflicts of interest.
The COVID-19 pandemic has spared no aspect or tier of surgical training and education. The immediate challenges presented by decreased case volumes1 to cardiothoracic surgery fellows and their programs represent only the tip of the iceberg. In their Letter to the Editor, Do-Nguyen and colleagues2 call attention to an equally important problem below the surface—namely, the engagement, assessment, and education of medical student and resident applicants to our thoracic surgery programs. Cancellation of elective rotations and limitations on travel drastically decrease the opportunities for applicants to identify mentors and advisors and for programs to educate and evaluate prospective trainees.
The authors call for dedicated and creative involvement with medical students and residents interested in cardiothoracic surgery. Owing to the restrictions of the pandemic, this involvement may be primarily digital, at least at first. Social media, virtual didactics, and online discussion forums may allow programs to cast a broader net and improve equity in our educational and outreach efforts. These types of large-scale online interactions, which play to the strengths of widely available technology, must be followed up individually to forge strong mentoring relationships.
Throughout its evolution, our specialty has always risen to challenges and leveraged new technology, coming out stronger on the other end. Our response to the pandemic will shape the approach to cardiothoracic surgical education irrespective of what the “new normal” looks like. Consultation with the media and information technology content experts in our institutions will increase our ability to reach applicants and other students. As our curricula lean more heavily on virtual resources, didactic material may need to be redesigned to facilitate online learner assessment. In addition, faculty will need training in virtual education and assessment.
Regardless of how each individual program responds to the challenges of reaching applicants and trainees in this environment, the key to the continued strength of our field will be the development of the next generations of surgeons through dedicated time and effort in the mentoring and sponsorship of our trainees. This may be in person or online, as evidence supports the efficacy of surgical telementoring.3 Recognize that whatever challenges we now face during the pandemic, our mentees face equal if not greater uncertainty regarding their careers and life choices. In addition to providing professional guidance and networking assistance, mentors can lend invaluable support through reassurance, affirmation, and authentic acknowledgement of how the pandemic has impacted us.
References
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