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The Association for Surgical Education

The Association for Surgical Education

Impacting Surgical Education Globally

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ASE Schedules at a Glance

ASE 2021 includes full access to Live, On Demand, and Poster content. ASE 2021 offers focused presentations on surgical education through a dynamic platform for education, networking, and CME. Access to content will remain open through December 31, 2021. Click on the items below for additional information.

Pre-Meeting Courses

*All Schedules Subject to Change

**Separate registration required per Pre-Meeting Course

Troubleshooting Your ClerkshipTeam Leadership for Surgeon EducatorsFundamentals of a Career in Surgical Education: Pathway to Clinical EducatorFundamentals of Teaching

Date: Monday, April 26th

Time: 9:00am-5:00pm CT

Description:

The workshop is a virtual program that serves the same purpose as in person annual clerkship directors pre-meeting workshop. This is the annual venue for newand continuing surgery clerkship directors and coordinators to teach and learn all aspects of the surgery core clerkship in undergraduate medical education. This6-hour program will include 5 topic areas arranged in one-hour block sessions. These block sessions will consist of 2-3 mini presentations by content experts(clerkship directors or coordinators) followed by breakout room discussions in smaller groups facilitated by clerkship directors and coordinators. The five content areas will be: 1) Clerkship didactic teaching (in-person, flipped, and virtual), 2) The technology of teaching and learning (virtual platforms, polling, SharePoint,exam hosting software), 3) Assessment (clinical, skills, and narrative), 4) Student Support (Wellness and mistreatment), and 5) Accommodations (disability,pregnancy, personal leave time). The five session/topic areas will be flanked by an introduction and concluding remarks. Between sessions there will be smaller sessions giving updates relevant to clerkship directors and coordinators. These will be ASE/ACS Medical Student Core Curriculum Update by Dr. Marc DeMoya,NBME Workgroup Update by Dr. Jesse Moore, and WISE MD update by Dr. Mary Ann Hopkins. The format would allow participants to choose the topic areas thatare most relevant to their clerkship needs and arrange their schedules to attend those or all the sessions.

Learning Objectives:

1) Develop and maintain an educational community of clerkship directors and coordinators
2) Discuss the structure, function, and issues related to the surgery core clerkship
3)Introduce and discuss with new clerkship directors and coordinators the various components of the core clerkship duties and responsibilities
4)Discuss and promote best teaching and learning practices developed around COVID-19

Date: Monday, April 26th

Time: 1:00-5:00pm CT

Description:

Background
Surgeons are often tasked with leadership roles in operating rooms, local institutions and national organizations without any formal leadership training. Leadership in healthcare involves good management and team focus. As team leaders we are asked to mentor, motivate, inspire and coach while affecting change within our institutions. As surgical teams become increasingly interprofessional and interdisciplinary, effective leadership becomes more important for team development. Successful leadership is crucial for providing improved patient safety and exceptional quality of care.

Methods
Simulation is an effective method to teach leadership skills through experiential learning and deliberate practice. This workshop will present important leadership concepts and corresponding skills in a large group setting followed by break-out sessions. Skills to be practiced in the simulated environment include mentorship, providing effective feedback, communication and conflict management in difficult situations, and managing emotional intelligence when mentoring and leading. Learners will practice giving feedback and mentorship in a safe but challenging simulated environment. Learners will participate in simulated scenarios designed to manage their own emotions while interacting with a trainee or staff member. Participants will evaluate aspects of team performance to differentiate both effective and ineffective methods in relation to leadership.

Results
1. Discuss characteristics and character qualities of effective leaders and mentors.
2. Identify and demonstrate techniques for effective mentorship and coaching.
3. Identify the characteristics of conflict and develop an understanding of his/her own conflict management style.
4. Practice providing feedback to team members and communicating in difficult circumstances.
5. Assess and self-reflect on his/her own ability to manage thoughts and behaviors as well as implement a personal plan for strengthening his/her emotional intelligence.

Conclusion
Leadership skills essential to the surgeon can be learned and practiced in a small group setting using simulation. Becoming an effective leader will enhance teaching ability and communication with staff and patients. Upon completion of this workshop, participants will be able to apply these skills to their daily workflow regardless of current leadership role.

Date: Tuesday, April 27th

Time: 8:00am-12:00pm CT

Description:
This course is designed to give the participant the fundamentals to get started in an academic career in surgery education. Designed to meet the career needs ofall levels from residents to
junior faculty-the course will offer tangible strategies and lessons learned from leaders in Surgical Education. Our goal is to help definespecific pathways for those considering a career focused on surgery education. This course will define an academic surgery educator (job description), describingthe necessary educational skills to obtain, overcoming challenges, developing tools to promote skills and achieving academic productivity. The course has beenreworked to meet the needs of an online format with both didactic and interactive sessions, highlighting the various opportunities and resources available todevelop an academic career in surgery education.

Breakout rooms will be used extensively to facilitate discussion and allow for working groups around teaching portfolio development.

Pathways to Clinician Educator Leadership

1. Expert panel to discuss their pathway to academic leadership in Surgical Education
2. Overcoming setbacks/failure- learning strategies to regroup and move forward
3. Case based presentations from course participants on how to create an academic career and how to handle various challenges

Academic Productivity

1. Explain the fundamentals of educational research; how to ask the right questions and how to answer
them
2. Discuss ways to get support for educational research-financial, personnel, materials
3. List credible publication/venues for educational projects/presentations
4. Describe strategies for scholarly productivity in surgery education
5. Identify available institutional and national resources to support educational research.
Teaching Portfolio
1. Prepare a teaching portfolio
2. Discuss the usefulness of a teaching portfolio for professional development
3. Integrate the aims of a teaching portfolio with personal academic goals & needs
4. Describe the tenants used for academic promotion
5. Illustrate the type of activities and credentials needed to fill in each of the tenants
6. Recognize available resources to build up a CV and a personal statement of education
7. Breakout groups to provide guided discussions to help participants develop their teaching portfolio. Course participants with portfolios may submit prior to the course for directed review by ASE leadership.

Learning Objectives:

1) Prioritize opportunities for academic advancement based on a robust educational profile
2) Develop their personal Teaching Portfolio using a template provided through the course and under the direction of course faculty
3) Implement strategies to do meaningful research in surgical education to further promote academic success

Date: Tuesday, April 27th

Time: 12:30pm-5:00pm CT

Description:

This highly interactive half day pre-meeting course uses a case-based approach to the fundamentals of teaching. It is designed for those taking on a new teachingrole or who would like to enhance their abilities as a clinical teacher. The session will cover teaching in the operating room, giving feedback and using simulation.Participants will leave with new skills, knowledge and energy they can apply to their learners.

Learning Objectives:

1) Apply scaffolding to a surgical procedure
2) Practice goal setting for a clinical encounter
3) Describe cognitive load and its impact on learning and feedback
4) Apply principles of adult learning
5) Apply the principles of useful formative feedback

Coordinator Track Program

*Schedule Subject to Change

**Separate registration required

Monday, April 26Tuesday, April 27Wednesday, April 28Thursday, April 29Friday, April 30Saturday, May 1
  • Access to the Pre-Meeting Course: Troubleshooting Your Clerkship (see above for schedule)
    • *Please note the cost of this course is included in the cost of registration for the Coordinators Track Program.

11:00am – 2:00pm CT

  • Welcome Remarks/Introductions
  • Recap of Business Meeting
  • Pivoting with COVID
  • A word from ARAS – How to Best Set Up Your Students for Success in the Upcoming Match Cycles

10:00am – 1:00pm CT

  • Welcome Remarks
  • Learning Technologies/Educational Resources
  • Evaluations

11:00am – 11:15pm CT

  • Welcome Remarks with Annual Meeting

11:15am – 1:15pm CT

  • Planning for the Future
  • Personal Wellness

1:15pm – 8:30pm CT

  • Access to the ASE 2021 Annual Meeting
    • *Please note the cost of the Annual Meeting is included in the cost of registration for the Coordinators Track Program
  • Access to the ASE 2021 Annual Meeting
    • *Please note the cost of the Annual Meeting is included in the cost of registration for the Coordinators Track Program
  • Access to the ASE 2021 Annual Meeting
    • *Please note the cost of the Annual Meeting is included in the cost of registration for the Coordinators Track Program
ASE 2021 Annual Meeting

*All Schedules Subject to Change

**Registration required

Thursday, April 29Friday, April 30Saturday, May 1
Time (Central) Session
9:30am – 11:00am Education Scientist Training

Description

During a review of evaluation forms for various residency programs, we discovered a wide variety of styles and instructions. Our original focus was on the written narrative portion but our analysis showed there are many areas for improvement (e.g., number of questions, unclear instructions, core competencies and milestone usage, and open comment boxes). We’ve created some guidelines we think are useful to getting the information you need to help your trainees grow and provide data to your training program. This workshop gives you the chance to evaluate evaluation forms using a guideline template we created and to modify the guideline template to help make it work. This is your chance to be the critic!

Learning Objectives

  1. To review various residency evaluation forms.
  2. To identify areas of improvement in evaluation forms.
  3. To create guidelines for developing evaluation forms.
11:00am – 11:15am Welcome Remarks

Marc de Moya, MD and Daniel Scott, MD

11:15am – 12:15pm Panel 1: Artificial Intelligence: Friend or Foe

Description

This panel will provide a pro/con debate about the value of AI in education and provide the basic definitions of AI and
Machine Learning.

Learning Objectives

  1. Define Artifical Intelligence
  2. Define Machine Learning
  3. Describe applications of AI to surgical education
12:30pm – 2:00pm Plenary Session 1
2:15pm – 3:45pm Plenary Session 2
4:00pm – 5:00pm Folse Lecture

Andre Campbell, MD

6:00pm-7:45pm Presidential Address

Adnan Alseidi, MD and Daniel Scott, MD

8:00pm-8:30pm Awards Banquet

 

Time (Central) Session
9:30am – 10:00am Panel II: Expanding your Educational Reach: Virtual Education Best Practices to Bridge the Global Divide

Description

The American College of Surgeons’ (ACS) Operation Giving Back has created a collaborative partnership with Hawassa University Comprehensive Specialized Hospital in Hawassa, Ethiopia. Through an initial needs assessment, research and clinical training were identified as areas for collaborative strengthening/opportunity. Initial plans for in-person training to address both of these subjects pivoted to virtual learning due to the COVID-19 pandemic. While a remote learning platform initially posed some technical difficulties with an associated learning curve, we believe that it provides significant opportunities for international collaboration in the field of education.

We developed a 7 week research education course, using lectures and small group breakout sessions to discuss individual projects. We partnered with Hawassa’sSchool of Public Health, engaging their expertise and local understanding to individualize the content of the course. Faculty met weekly to modify the curriculum tomeet the needs of the participants.

Using the ACS curriculum, the Hawassa faculty held a surgical skills set boot camp for first year residents. ACS faculty co-moderated virtual didactic sessions in their specialty areas and collaboratively developed contextually appropriate resident assessment tools and metrics. ACS faculty also virtually facilitated laparoscopic training sessions for Hawassa faculty and residents as only two local faculty have any previous training in minimally invasive surgery.

This panel will illustrate how technology can be leveraged to make a significant educational impact and strengthen international, multi-institutional relationships. We highlight the successes, challenges, and novel longitudinal aspect of these course curricula from both the ACS and Hawassa perspective. We will discuss ethical considerations, such as authorship, mentoring, and funding and how to employ local resources to form a more sustainable model, such as collaboration with local public health faculty.

Learning Objectives

  1. Identify novel methods to developing global educational partnerships and promoting multi-institutional collaboration
  2. Anticipate potential barriers in creating virtual global research and surgical skills courses.
  3. Recognize common ethical issues that arise when developing an international research partnership
  4. Gain new knowledge of various virtual platforms that can be used to augment education efforts locally and internationally
  5. Appreciate the LMIC faculty and learner perspective of global educational partnerships
10:30am – 12:30pm
  • Podium I A
  • Podium I B
  • Podium I C
12:30pm – 1:30pm Thinking Out of the Box
1:15pm – 3:15pm
  • Podium II A
  • Podium II B
  • Podium II C
3:30pm – 4:30pm Laycock Lecture

Mary McCarthy, MD

4:45pm-6:15pm Workshop I: Breaking Down Assessments: Understanding Viablilty and Reliability in Surgery

Description

As Surgery moves towards competency-based education with the implementation of Entrustable Professional Activities (EPAs), the need for robust assessments is becoming ever more essential. For example, for assessment of medical knowledge through multiple-choice examinations, there is ample validity evidence ranging from rigorous question-writing guidelines to psychometric analyses. However, relevant noncognitive assessment tools lack such robust validity.

Workshop Structure and Content:

To encourage inter-institutional collaboration, this workshop will be co-hosted by instructors representing nine institutions, including international experts in psychometrics and competency-based education. Last year, the workshop was extremely well-received and well-attended. We hope to encourage participants to approach assessments with validity in mind. First, a short presentation will be delivered defining validity and its importance for assessment. Participants will then break into small groups. Each group will choose an assessment tool from a list provided (or may brainstorm their own) and develop a strategy to build validity evidence using Messick’s Framework of Unified Validity. This will be a very interactive workshop, and participants will have an opportunity to brainstorm and discuss their ideas with each other. At the conclusion of the workshop, we will address the complexities, barriers, and threats to validity. Participants will leave with a completed worksheet and a set of guidelines to implement at their home institutions. Our expectation is for each group to use this plan to collaborate on a validity project in the future.

Workshop II: Health Professions Outreach to Disadvantaged and Underrepresented Minotirty Students: A Toolkit for Starting an Early Outreach Program in Your Community

Description

Purpose: Early exposure of young learners to medical and surgical careers may be an imperative step to address an ongoing physician-shortage crisis and
encourage diversity in healthcare. Various programs throughout the country have created successful healthcare outreach programs to students in elementary,
middle and high-school. Our goal is to share the successes, challenges and solutions of these programs to inspire and guide workshop participants to be able to set up similar programs within their own communities.

Learning Objectives:

After the workshop, participants will be able to:
1. Understand the significance and impact of outreach programs to inspire students to consider careers in healthcare
2. Gain insight into the successes and failures of existing programs
3. Gather and utilize local, institutional and national support and resources.
4. Use this toolkit to set up a health professions outreach program within their own community

Methods: This will be an interactive session led by the abstract authors and panelists.

Conclusion: Exposing youth to health-related activities may help expand engagement, representation and empowerment in the health professions. Sharing
successes and failures of flourishing programs from diverse populations can aid other interested programs in jump-starting their own outreach program.

Workshop III: How to Identify and respond to Patient-Initiated Microaggressions: What They Are and How to Handle Them

Description

Background:

Microaggressions are the subtle and constant slights, insults and invalidations that people with under-represented backgrounds experience in the course of a day’s work. Residents experience microaggresssions during surgical training with patients identified as a common source. While formal descriptions of their prevalenceand effect on resident well-being and performance are lacking, anecdotal experiences suggest microaggressions are common and detrimental. Discriminatorycomments and actions from patients frequently catch trainees and faculty “off-guard,” leaving many unsure of how, or whether, they should respond. The proposed workshop is designed to increase awareness of microaggressions, identify them in clinical settings, and provide strategies for residents and faculty to respond when microaggressions are experienced, witnessed and/or reported.

Session Format:

Surgical education faculty will lead the workshop including an invited content expert who serves as a national consultant on strategies to help under-represented health professionals thrive academically. The target audience will be both surgical trainees and faculty. Following a brief didactic session to define the topic,participants will meet in small groups to view “trigger” videos depicting various patient-initiated microaggressions residents experience in the clinical setting,followed by facilitator-led discussion. The entire group will reconvene to debrief, and workshop faculty will present strategies to respond to microaggressions based on existing framework and available literature. Video depictions of patient-resident scenarios will be used as examples. Participants will again meet in small groups to practice the strategies presented and role play responses. Resident and faculty will complete the workshop with an improved ability to recognize microaggressions and a set of tools to address such events.The format will be over Zoom. Didactic content and videos will be screen-shared, and small groups will meet in vitrual breakout rooms with each faculty facilitator.

Workshop IV: MedEdPORTAL: What It Can Do for Your Surgical Education Scholarship and How to Adapt Your Work for Submission

Description

MedEdPORTAL (MEP) has a partnership with the Association of Surgical Education, but nonetheless surgical submissions have remained low with fewer than 5submissions in the last few years. MEP is a Pubmed-indexed and frequently accessed open repository for educational activities and curricula; however, manysurgeons may not have used the resources that have been published in MEP. Another potential reason for low rates of surgical submissions is that surgeons areunfamiliar with the unique format required by MEP, which includes an Educational Summary Report (ESR). This workshop aims to discuss the advantages ofpublishing in MedEdPORTAL, projects that are appropriate for submission to MEP, and walk participants through the process of creating an Educational SummaryReport. Examples of surgical projects that have been published in MEP will also be provided.

MEP is both an excellent resource for accessing curricula and other resources that may be useful for surgical educators and a well-regarded venue for educationscholarship. It is also an effective means of disseminating curricula that surgical educators and/or researchers have developed and may be useful to others. Aspublication in MedEdPORTAL has become more competitive and the requirements for submission have become more stringent, surgeons may have beendisincentivized from considering it as an option for their work. Increased familiarity with both the types of projects published in MEP and the components of theESR may help overcome these barriers to MEP submissions by surgeons. Participants are encouraged to bring a project of their own to adapt for a potentialMedEdPORTAL submission during the workshop.

Topics covered:

– What is MedEdPORTAL and why would you want to publish in it?
– Surgical Projects in MedEdPORTAL: Participants will review surgical publications in MedEdPORTAL to develop an understanding of what surgical educators have published there.
– Educational Summary Report: Overview of the ESR and its contents.
– Creating an Educational Summary Report for Your Project: Participants will outline the components of an ESR using their project and receive and provide feedback on their outline from other breakout group participants.

Workshop V: Designing and Implementing an Effectiive Survey – A Research Methods Workshop Conducted by Members of the Surgical Education Research Group

Description

Background
Survey research utilizes qualitative, quantitative, or mixed methods to collect information from a sample of individuals (representative of the population of interest)through their responses to questions. When conducting survey research, it is essential to utilize sound practice methodologies to avoid pitfalls and ensure high-quality results.

Purpose
The purpose of this workshop is to review the process of survey design and implementation. Workshop participants will learn effective strategies for accuratelymeasuring responses and ensuring high quality data.

Audience
This workshop is targeted towards ASE members and non-members at any stage in their career, who are looking for assistance or guidance in creating a survey-based study. Individuals with or without previous experience in education research are encouraged to participate.

Activity
After brief overviews of the topics listed below, workshop participants will engage in small group activities that will address challenges in survey design and providetools for turning their ideas into rigorous studies. Participants will be asked to submit survey drafts prior to the meeting that will be used as examples during theactivity portion of the workshop. They will receive individualized feedback from expert facilitators and other workshop attendees on their proposed survey designs.

Part I: Overview of survey design (30 min)
a) Defining survey objectives, use of results and target population.
b) Drafting quantitative survey questions.
c) Piloting and adjusting the questionnaire.
d) Selecting respondents and the data collection method.
e) Running the survey.
f) Interpreting the results.

Part II: Qualitative methods for survey design and interpretation of results (20 min)
a) Qualitative methods for informing survey design and content.
b) Drafting open-ended questions.
i. Writing questions to get informative responses.
ii. Approaches to analysis of open-ended responses.

Part III: Small group activity (40 min) – participants will break into small groups moderated by expert facilitators to apply the fundamentals of good survey designlearned during Parts I and II of the workshop to their own survey ideas. Feedback and guidance will be provided. If presented in a virtual format, breakout roomswill be used for this portion of the workshop.

4:45pm – 5:30pm Workshop VI: Preparing Medical Students to Enter Surgery Residency Training: Use of Structured National Curricula

Description

Over the course of the past 10 years, modular national curricula have been developed with the involvement of multiple stakeholders in the realms of undergraduateand graduate medical education, through collaboration among the American College of Surgeons (ACS) Division of Education, the Association of ProgramDirectors in Surgery (APDS), and the Association for Surgical Education (ASE). The goals of these programs are to ensure that all medical students graduate frommedical school with the requisite knowledge and skills to transition into surgery residency training.

This workshop will provide information regarding these curricula and will focus on an integrated approach to implementing these curricula across the medicalschool years. Special focus will be placed on the resources needed to implement the curricula. Presenters will discuss their experiences with the use of thecurricula and share practical guidance that will be useful to the attendees.

5:30pm-6:15pm Workshop VII: Pandemic Pedagogy: Dissecting the Long Term Ramifications of COVID-19 to Surgery Education

Description

The Coronavirus pandemic drastically transformed our surgical education model. Due to the risk of viral transmission, undergraduate surgical education was fullyrelegated to remote learning then reintroduced with social distancing constraints and limitations to in-person instruction. Clerkship directors have increasingly reliedon zoom and online learning modules, while also leveraging the ACS national curriculum offerings to educate their student in the remote format. However, theCovid-19 resurgence has changed the academic paradigm from removal of students from clinical environments to incorporation into front line operations. Thisworkshop will focus on the lessons learned from the pandemic to help inform future endeavors in undergraduate surgical education.

Topics to include:
Limitations of online learning
Personalization and mentorship
Utilization of national teaching forums (ACS)
Alternative learning experiences
Best practices for student incorporation into pandemic efforts.
Mobilizing a student work force
Leveraging non-traditional environments for student learning alternatives

6:30pm-8:00pm Panel III: Supporting diversity, equity & inclusion in our surgery programs: how we can provide a more equitable training environment

Description

How do you recruit and maintain a diverse surgical residency?
Application reviews, interview offers, and making of rank lists
Specific tools used to make residencies more appealing to minority applicants
Avoiding the minority tax.

This panel will approach a broad spectrum of minorities – LGBTQ, women, different cultural backgrounds, non-typical
backgrounds, racial minorities, underrepresented personalities in surgical specialties, etc. In addition, intersectionality
would be discussed. The panelists would present for about 60 minutes with time for questions and discussion.

Learning Objectives

  1. Participants will be able to assess their own program to determine needs regarding diversity & inclusion to make their
    program more equitable
  2. Participants will be able to integrate new ideas, programs, committees, etc to systematically prioritize diversity & inclusion
  3. Participants will be able to create an atmosphere that will extend to their departments that allows & supports discussion &
    action regarding social responsibility, social justice, advocacy & activism
Time (Central) Session
8:30am – 9:30am SERC Shark Tank
10:00am – 11:00am Panel IV: First Annual Interprofessional Education Simulation Competition

Description

The ASE Simulation Committee will implement a video-based competition of team-based interprofessional education (IPE). Multidisciplinary teams from differentinstitutions will complete our standardized and scripted IPE scenario at their simulation centers and submit video footage of the simulation. Teams will consist of aminimum of two general surgeons, one nurse, and one emergency medicine doctor or anesthesiologist, with the option of adding more individuals from anydiscipline at their discretion. The video footage will then be objectively scored based on the interprofessional teams’ non-technical skill set by a review panel whohas achieved consistent interrater reliability. NOTECH II, NOTSS, and OTAS will be used as the objective metrics for scoring. All institutions will receive both anevaluation of the technical execution of the simulation (using a checklist) and their non-technical skill assessment, which will be released at or immediatelyfollowing the panel discussion. Team leaders from the two teams with the highest score for non-technical skill will be invited to participate in the panel discussion.We are using the competition format to recruit multi-institutional participation in IPE simulation.

The panel discussion will be an educational dialogue regarding the value of IPE simulation and the practical assessment of non-technical skills in the setting of IPE simulation. Panelists include three content experts, along with the two winning team leaders. The panel will begin with an informative description of the competition and a summary of the results, along with a very brief exchange of awards. Highlights from video footage of the winning simulation teams will be shownat the panel to reinforce examples of successful team dynamics during a discussion focused on effective teamwork. Feedback from the participating team leaders will provide a learner’s perspective of the utility of simulation for IPE. A brief overview of best-practices for non-technical skill assessment will be presented in the context of the competition’s scoring. A question and answer session will then follow. The session will conclude with a promotion of the contest for the following year’s annual meeting.

Learning Objectives

  1. Summarize the characteristics of efficient and high functioning IPE teams
  2. Describe best practices for assessing non-technical skills in IPE team training
  3. Discover the importance of IPE team training
11:30am – 1:30pm
  • Podium III A
  • Podium III B
  • Podium III C

 

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Contact the ASE

11300 W. Olympic Blvd
Suite 600
Los Angeles, CA 90064 USA
(310) 215-1226
[email protected]
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