2025 Resident Reporters
Jill Anderson is a fourth-year resident at New York Presbyterian-Weill Cornell. She grew up in the San Francisco Bay Area. She completed her undergraduate degree at Johns Hopkins University and her medical degree at Stanford University School of Medicine. She currently serves as the Residency Education chief resident. Her professional interests include family planning, management of pregnancies of unknown location, and medical education. She plans to practice as a generalist in California after graduation.
Dr. Marcela Carniello is an OBGYN resident at UC Davis. Originally from Brazil, she completed a 3-year OBGYN residency and earned a master’s degree in sciences before moving to the U.S. to continue her training. Her interest in OB began after witnessing her mother’s pregnancy just as she was starting medical school. Marcela is now passionate about caring for women in all stages of life and has a strong interest in medical education. Her international perspective deepens her commitment to inclusive patient care. Outside work, she enjoys outdoor activities with her husband and their puppy.
Dr. Cory Nunn is a PGY-4 at the University of Kentucky, where she has developed an interest in robotic surgery and urogynecology. She will pursue a career as a generalist, with the goal of practicing the full scope of OBGYN in a dynamic, patient-centered setting. Originally from Texas, Cory will relocate to Houston as her husband begins his fellowship. She looks forward to establishing roots in a new city while continuing to grow professionally. As a SASGOG Resident Reporter, she is excited to engage with leaders in academic general obstetrics and gynecology and contribute to the advancement of the field.
Charles Sisk is a third-year resident at the Ochsner Clinic Foundation in New Orleans, Louisiana. Prior to medical school at the University of Queensland, Australia, he completed his Master of Science in Neuroscience and Education at Columbia University Teacher’s College, and before this was high school science teacher with Teach for America.
Celine Sooknarine is a PGY‑3 at Hurley Medical Center in Flint, Michigan. Originally from Trinidad and Tobago, she earned her medical degree from the Royal College of Surgeons in Ireland, where she also completed a Master’s in Surgical Science and Practice. Passionate about academic medicine, she has served as a tutor, resident representative, and social media ambassador. She was recently honored with a resident teaching award from Michigan State University. Celine aspires to be an academic generalist, committed to clinical excellence, collaborative research, mentorship, and shaping the future of medical education.
Jill Anderson
As a current fourth-year resident and future generalist, I was excited to attend Dr. Gala’s lecture on the future of surgical education. Over the past decade, academic discussions have increasingly focused on how to maintain and document surgical competency, and how to optimize training amid changing procedural volumes. The traditional model of “see one, do one, teach one” is being challenged by a growing body of knowledge, increased surgical complexity, varied routes of access, and advancing subspecialization.
Additionally, residents today face multiple constraints: limited operative time due to duty-hour restrictions, increased EMR documentation, and other ancillary responsibilities. Most significantly, surgical case volumes have declined, particularly in obstetrics and gynecology. The number of hysterectomies, especially abdominal and vaginal, has dropped considerably. During his presentation, Dr. Gala illustrated this trend with a slide comparing median surgical volumes in GYN between 2004 and 2024, highlighting the shift toward laparoscopic hysterectomies.
Throughout residency, this issue has sparked ongoing conversations in my program, and likely in many others, about how best to prepare residents to become confident and autonomous attendings. Several factors contribute to this trend. There has been a well-deserved emphasis on minimally invasive techniques, which improve patient outcomes by reducing pain and shortening hospital stays. Moreover, both surgeons and patients are more deliberate about opting for surgery at all, especially with advancements in medical management for conditions like fibroids and endometriosis, and with the growing use of procedures such as radiofrequency ablation and uterine artery embolization.
Given these challenges, surgical educators must maximize every OR case as a teaching opportunity. Dr. Gala argued that simply extending the length of training is not the answer. Instead, programs should implement structured curricula that include simulation-based training, proficiency-based milestones, and fast-track pathways for learners who demonstrate early mastery of certain procedures. He also emphasized the importance of faculty development to train surgical educators to be effective teachers. Great surgical educators create positive learning environments, encourage learners to set their own goals, and support them in achieving those goals through targeted resources and strategies. Faculty can act as surgical coaches, helping trainees prepare even before entering the OR through techniques such as mental imagery and surgical video review.
In the OR, Dr. Gala recommended the BID method of Briefing, Intra-op teaching, and Debriefing, to set expectations, engage in real-time instruction, and provide timely, focused feedback. When multiple learners are present (e.g., a medical student, resident, and fellow), educators can tailor expectations and teaching points to each learner's level. My own program has embraced several of these principles. We offer dedicated surgical skills lab sessions, with 24/7 access, to enhance out-of-OR learning. We also use the myTIP Report System to deliver real-time feedback at the end of cases, promoting continuous growth and reflection.
Dr. Gala’s talk inspired me to reflect on strategies I can bring back to improve surgical training for current and future residents. As a future academic generalist, I’m motivated to incorporate these best practices into my own teaching. Attending the SASGOG conference was a privilege, and I look forward to returning for many years to come.
Marecla de Oliveira
The 2025 SASGOG Annual Meeting was the first conference I attended as a resident in the USA and I was impressed by how inspired I felt from beginning to end. Among the many excellent lectures, the one presented by Dr Rajiv Gala particularly resonated with me and I suspect most attendees left his talk reflecting on how best to prepare residents to graduate with the confidence and competence to perform core procedures as generalists.
Dr. Gala began showing a comparison of the mean surgical volume in residency programs in 2004 and 2024, which revealed a substantial decline. For example, a recent graduate completes less than half of the number of operative vaginal deliveries compared with someone trained in the early 2000’s. The overall number of hysterectomies has only reduced slightly, but there was an important shift of modality. Laparoscopic hysterectomies were not part of training before but are now routinely performed and a resident will participate in about 60 of these before graduation. However, we perform only about half as many vaginal and 1/4 as many abdominal hysterectomies than was performed in 2004.
These numbers matter because, as Dr. Gala noted, achieving surgical competence requires repetition, and many residents are graduating without the volume needed to feel independently confident in core procedures. One of the consequences is the lack of OBGYN generalists that offer certain procedures, which is particularly concerning in underserved areas, where access to sub specialists is limited. On the other hand, in larger cities and academic centers where subspecialists are widely available, even generalists who feel confident in their surgical skills may have few or no opportunities to perform certain procedures themselves, making it difficult to maintain proficiency. Ensuring equitable case distribution and mindful allocation of surgical opportunities is essential if we want both trainees and generalists specialists to sustain broad surgical competence.
To address some of the challenges, Dr Gala proposed restructuring surgical education using a modular curriculum with clear objectives, allowing residents to build skills progressively over the 4 years. He suggested adopting Entrustable Professional Activies (EPAs), which have been implemented in general surgery training as a way to measure competence and track progress across residency. I believe that having standard objectives would be also very helpful to the trainees, who could better understand expectations and prepare more effectively. Another point raised during the session was the value of formal training in becoming an effective surgical mentor. While many attendings are excellent surgeons, the ability to teach, coach, and provide graduated autonomy is a skill in itself and does not always come naturally.
I left this session thinking a lot about the emphasis on the role of academic generalists in leading this transformation as they are often at the frontlines of resident education. I hope to carry these insights forward into my own practice and academic career and to be able to ensure trainees and colleagues have the tools that they need to succeed, feel supported and empowered to grow into the best surgeons they can be.
Mary “Cory” Nunn
The Annual Meeting for The Society for Academic Specialists in General Obstetrics and Gynecology offered a range of lectures. Sessions spanned exemplary journeys of successful physicians at the peaks of their careers to concrete guides on how to manage time, money and interest to reach those peaks. A common theme throughout was the vast, and at times overwhelming, commitment that we make in our academic pursuits as well as the village that it takes to do so.
The first Kenneth Noller Endowment Lecture with Dr. Appiah, “Promoting Scholarship and the Advancement of Academic Missions”, introduced this theme. “Time and Project Management Strategies for Success as an Academic Specialist”, led by a panel of generalists, drove the point home and provided concrete methods for coping with the chronic over-extended state of the generalist. As a PGY-4, I am frequently being asked “Where do you see yourself in 5 years?”. This question has been intimidating simply because of the breadth of options. Dr. Appiah’s lecture quite literally focused on what matters both locally and externally. Visualizing a breakdown of areas to focus on made creating a plan for the future seem feasible. “Time and Project Management Strategies for Success as an Academic Specialist”, introduced the concept of incorporating “Ikigai” as a useful way to focus your professional mission. Dr. Appiah presented a mock “90 day plan” which began with finalizing a “North Star Statement” or a “Why”. A question that I have been asked many times throughout my educational careers but now requires some refinement and redirection. As I look to develop my own, I feel strongly that while the role of the Academic Generalist is broad, the North Star Statement needs to be subtly restrictive in order to promote effectiveness and prevent burnout. Applying “Ikigai”, the intersection of what you love, what you are good at, what you can be paid for and what your field needs, has been a framework for creating an effective “Why”. For example, I love gynecologic surgery and being up to date on evidenced based medicine. I am good at galvanizing others, leading effective teams and establishing rapport with patients. Chat GPT helped me to create this North Star Statement, “I am driven to deliver exceptional, evidence-based gynecologic care while empowering future physicians through mentorship, teamwork, and surgical excellence—advancing both individual lives and the broader field of women's health.” This aspirational statement is a lead point for creating a specific plan for achieving it. By having a clear vision, it allows others to recognize what may help you grow and to foster that.
Dr. Appiah recommended not only having a mentor, but creating more of a professional “board” which includes coaches and sponsors as well. Per her lecture, mentors are useful for creating career goals and navigating academic cultures. Coaches offer assistance with a particular skill and sponsors open doors with their own capital. In sharing her own journey, Dr. Appiah revealed the impact of each of these roles. The individual importance of mentors, coaches and sponsors was reiterated several times including in Dr. Haas’ lecture, “A Meandering Road Less Traveled: A Generalist’s Tale of Research Collaboration, Mentorship and Sponsorship” and the panel with Drs. Clare, Chelmow and Zahn, “Special Feature: Perspectives on the Future of OBGYN and the Role of Academic Specialists”. Applying this to my own career, it gave me a new perspective with which to view some of my current relationships. By not focusing on each person as a mentor, it has helped to clarify the expectations and goals of the relationship. As I socialize with my future partners, it has also helped me to develop a professional board more strategically. Finally, it has encouraged me to practice these roles with my peers and medical students I currently work with, to better prepare for my new future identity as an attending.
Charles Sisk
This year’s SASGOG Annual Meeting marked the organization’s first stand-alone conference—hosted in none other than my hometown, Denver, Colorado. As a Resident Reporter and first-time attendee, I was not entirely sure what to expect. I anticipated engaging talks and meaningful discussions, but what I experienced far exceeded those expectations. After just two fast-paced days, I can confidently say I am eager to return.
The theme, “Reaching the Summit,” echoed not only in the stunning backdrop of the Rocky Mountains, but throughout the breakout sessions, endowment lectures, vibrant poster presentations, and constant networking. From the very first session, we were challenged to reflect on our own guiding purpose—our “north star”—particularly as we navigate career transitions. Many attendees were generous with their advice and insights, openly sharing the challenges they had faced and the lessons they had learned. I was struck not only by the relevance of their guidance, but also by the sincerity with which it was offered. The spirit of mentorship and community was always palpable, especially when discussing the state of our art and the many ways it is evolving alongside current technology.
In that vein, the conference highlighted innovation, with several sessions dedicated to the evolving role of artificial intelligence (AI) in both clinical medicine and academic environments. In a thought-provoking session led by Dr. Christina Wallace Huff, we examined the ways AI is currently influencing patient care and discussed strategies to incorporate AI into resident education. One point that stood out was the necessity of having clear institutional policies on the use of AI. For example, in Louisiana—where I am currently training—laws require only single-party consent for digital recording, which effectively allows for ambient listening technology use not just by physicians, but by patients too. Returning to New Orleans, I asked my Program Director about our institution’s AI policy and was reassured to learn we have an entire steering committee. Even then, however, I think there remains much to be done in standardizing these policies across all of graduate medical education and setting expectations for how residents use this technology.
Further conference discussions bridged groundbreaking research, medicolegal considerations, and the realities of day-to-day clinical practice. The poster presentations were equally stimulating, especially those led by students and residents who explored how AI and machine learning might improve patient outcomes and safety. It was inspiring to witness emerging leaders already tackling complex questions and driving innovation forward.
As a current resident still discerning my path ahead, SASGOG 2025 was both grounding and motivating. I arrived uncertain of what my exact role would be but left seriously considering a future as an academic generalist. Perhaps it was the stimulating presentations, the welcoming atmosphere, or the energy of being surrounded by dedicated, driven colleagues. Or maybe it was the altitude.
Celine Soonarine
The 2025 Society for Academic Specialists in General Obstetrics and Gynecology (SASGOG) Annual Meeting was an inspiring experience. It was clear that the meeting was designed to cultivate mentorship, foster research collaboration, and create networking opportunities for medical students, residents, and academic specialists at all stages of their careers. Throughout the conference, I connected with leaders in the field, exchanged ideas with peers nationwide, and left with new perspectives on advancing women’s health.
While every session contributed to my knowledge and growth as a resident and future academic physician, the Kenneth Noller Endowment Lecture titled “Training the Next Generation of Ob/Gyn Surgeons-Where We Are and Where Do We Need to Go?” by Dr Gala was particularly impactful. This lecture focused on the evolving landscape of surgical education and addressed the need to ensure that residents graduate with the surgical skills necessary to provide comprehensive and high quality care. The presentation highlighted the trend that recent graduating residents are performing fewer surgeries, particularly vaginal surgeries, than their predecessors. Dr. Gala emphasized that acknowledging these gaps is the first step toward change and advancement. One proposed solution was the BID model of surgical education. This method emphasizes preoperative briefing, intraoperative teaching, and postoperative debriefing. By structuring surgical education around these three elements, teachers can maximize learning opportunities. This is particularly beneficial in settings where procedures are less commonly performed. This model aims to improve technical skill and foster reflective clinical practice. I found this framework practical and immediately applicable to my own training; it transforms each procedure into a deliberate learning environment, maximizing education. Recently, during a vaginal hysterectomy, my team discussed the case and indications beforehand, used intraoperative cues for focused instruction, and held a thorough debrief afterward. I left the procedure with new skills and a clearer understanding of how to refine my technique.
Dr. Gala also drew valuable parallels to Canadian residency programs that train through a competency-based medical education (CBME) model in which standardized expectations inform progression through training programs. This ensures that graduating residents reach defined surgical benchmarks, regardless of institutional differences. Dr Gala also highlighted the equally important need to invest in training educators. High quality surgical education requires faculty who are, themselves, trained in and capable of evolving teaching methods. The lecture underscored the importance of dedicated faculty development programs that equip surgical educators with effective instructional strategies.
Walking away from the lecture, I felt both challenged and inspired. The future of surgical education will require collaboration and a commitment to change. I am motivated to advocate for and embrace the BID model in my daily practice. Overall, my SASGOG 2025 experience reinforced my desire to pursue a career as an academic specialist. The meeting provided invaluable mentorship connections, research insights, and a vision for the next generation of surgical education. I left Denver excited to contribute to this mission. I am more ready to help shape a residency experience that encourages confident, competent, and innovative surgeons for the patients we care for.