The meeting would simply be another class of the fellowship: it would serve as the first class for the incoming fellows and the last class for the outgoing fellows. Class time would only need to be about 3 hours and consist of the final graduating presentations of the outgoing fellows to their audience. The rest of the time would facilitate networking and the introduction of collaborative ideas for research.
Participants will learn to deliver Fundamentals of Communication in Surgery sessions to surgical residents at their institution. The training will review program content, materials, and tips for teaching residents. Participants will practice the FCS skillset to foster confidence in teaching these skills to surgical trainees.
Content includes:
1. 2-Minute Rant: improv exercise to discover common ground among shared values underlying expressions of frustration.
2. Avoiding the Cognitive Trap: card game to teach learners to recognize and respond to emotionally charged statements by using empathic responses.
3. Heads Up and Headline: card game and worksheet to learn delivery of serious news to patients and families by stating bad event + consequences.
4. Better Conversations: worksheets and role play exercise to apply this novel framework to informed consent conversations teaching the skill of supporting patients and families in deliberation.
5. Acute Change in Status: worksheet and role play exercise to practice using best- and worst-case scenarios to express uncertainty about the range of possible outcomes and generate narrative descriptions of the experience of care to help patients and families understand what might come next.
After the course, our team will provide participants with the necessary materials and ongoing support to launch the FCS curriculum at their own institutions. For more information, please visit our website at: https://fcsprogram.org/
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 teaching role or who would like to enhance their abilities as a clinical teacher. The session will cover teaching in the operating room, giving feedback and promoting autonomy. Participants will leave with new skills, knowledge and energy they can apply to their learners.
Attendees of this workshop will be taught our well-researched mental skills curriculum over a period of 4 hours. Through an engaging presentation, interactive discussion among attendees, and applied practice of mental skills throughout the entire workshop, learners will obtain the needed skills to reduce their stress during clinical performance and optimize their performance.
Within Academic Departments of Surgery around the country, the Vice Chair of Education (VCE) role has become increasingly common, yet no two job descriptions are exactly the same. Vice Chairs of Education are called upon to support programs and trainees, develop faculty, engage faculty, manage budgets, reach medical students, and a host of other varying educational roles depending on the needs of the department. Furthermore, these needs may change from year to year depending on the sociocultural environment and other institutional changes. This course is designed for the VCE any stage of their career, whether it be as the inaugural VCE in their department, as newly promoted into the VCE role, or as a seasoned VCE. Sessions will focus on collaborative problem-solving for real-world issues, leadership development and gaining insight from each other as well as non-VCE educational leaders.
This interactive workshop introduces mentorship and coaching models, explores effective and ineffective strategies, and engages participants in skill-building through simulation. Using case-based activities and facilitated discussion, participants will practice mentoring, coaching, and conflict-management techniques. The session concludes with collaborative planning for ASE-supported asynchronous mentorship and coaching curriculum development.
Session Outline:
1. Welcome and Course Overview – 10 minutes
a. Leadership Skills Essential
b. Mentoring and Coaching Skills and Simulation
2. Communication and Conflict Management– 45 minutes
a. Brief Presentation: Challenging communication and conflict management situations (10 minutes)
b. Hands-on activity vs videos (10 minutes)
i. communication and conflict management videos
c. Conflict Methodology (10 minutes)
i. Team STEPPS
ii. SBAR
iii. STOMP
d. Discuss EI at this point (checklist, importance) (5 minutes)
e. Discuss as a large group the critical components of good communication and conflict management (10 minutes)
3. BREAK – 10 minutes
4. Mentorship Skills and Simulation– 30 minutes
a. Brief Presentation: Simulation models for teaching mentoring skills (10 minutes)
i. Bad Mentoring Video
ii. Good Mentoring Video
b. Hands-on activity (10 minutes)
i. Participants break into pairs (or small groups) to discuss how to be an impactful mentor
ii. Make a list of qualities of an effective mentor
iii. Work with two different prompts to simulate mentoring
c. Discuss as a large group the key components of an effective mentorship for professional, career, and personal development (10 minutes)
5. Troubleshooting mentor-mentee relationships– 30 minutes
a. Brief presentation: When to part ways (10 minutes):
b. Hands-on activity (10 minutes): Participants will break up into pairs to discuss problem identification with mentor-mentee relationships
i. Make a list of qualities of an ineffective or harmful mentor and a problematic mentee (5 minutes)
ii. Work with two different prompts to simulate a problematic mentor-mentee relationship (5 minutes)
c. Discuss as a large group the problematic behavior identified in the scenarios, collaborate on solutions, and discuss when and how to walk away (10 minutes)
6. BREAK – 10 minutes
7. Coaching– 35 minutes
a. Brief Presentation: What is Surgical Coaching (5 minutes)
b. Good vs Bad surgical coaching (videos) (10 minutes)
c. Hands-on activity (10 minutes)
i. Participants break into small groups to discuss how to be an impactful coach
ii. Work with two different prompts to simulate coaching
d. Discuss as a large group: Core Coaching Skills and Reflections (10 minutes)
8. Future opportunities for mentorship and coaching modules and curriculum development
a. Brief presentation(5 minutes): Future plans to develop an asynchronous mentorship curriculum through ASE partnering with simulation, communication, and faculty development committees
b. Hands-on activity (10 minutes): Open collaboration with the large group on ASE asynchronous curriculum development design and implementation
9. Conclusions – 10 minutes
The course format will be a full-day, interactive session. The speakers are chosen for their expertise as surgical educators and their leadership positions within their medical schools. They will not only moderate discussions but also share best practices based on both personal experience and published literature.
The topics to be covered at the upcoming meeting have been identified by the ASE Surgery Clerkship Director Committee and include:
Professionalism: Discussions on maintaining and teaching professionalism within the surgical clerkship.
Navigating the 4th-year surgical curriculum and advising: Strategies for guiding students through their final year and helping them with career decisions.
Role of Artificial Intelligence: Exploring the impact and application of AI in surgical education.
Landmark papers in surgical education: A review of research that has shaped the field.
Medical student panel to share their perspective: An interactive session allowing clerkship directors and coordinators to hear directly from students about their experiences.
Best practices: A focus on proven methods and effective strategies for running a successful surgery clerkship.