ASE Schedules at a Glance

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.

Marc de Moya, MD and Daniel Scott, MD

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

Andre Campbell, MD

Adnan Alseidi, MD and Daniel Scott, MD

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

• Podium I A
• Podium I B
• Podium I C

• Podium II A
• Podium II B
• Podium II C

Mary McCarthy, MD

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.

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.

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

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

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

• Podium III A
• Podium III B
• Podium III C