Department of Surgery, Southern Illinois University, Springfield, Illinois.
Department of Surgery, University of Nebraska Medical Center, Omaha, Nebraska.
J Surg Educ. 2018 Nov;75(6):e112-e119. doi: 10.1016/j.jsurg.2018.05.007. Epub 2018 Jun 23.
Surgeon educators in departments of surgery play key roles in leading and advancing surgical education. Their activities include ensuring sound curricula and evaluation systems, monitoring education resources, overseeing faculty development, and providing mentorship. For more than 25 years, the American College of Surgeons (ACS) has offered a comprehensive "Surgeons as Educators" (SAE) course to address fundamental topics in surgical education. This study aims to identify future career needs of SAE graduates to inform the development of an American College of Surgeons Certificate in Applied Surgical Education Leadership program.
An IRB exempt, anonymous electronic survey was developed to determine educational roles, career aspirations, and needs of SAE Graduates.
Participants included all 763 1993-2016 SAE graduates.
One hundred and thirty-five responses were received from 600 (22.5%) graduates with valid email addresses. Sixty (45%) respondents completed the SAE Course > 5 years prior to the study (M5YRS) and 75 (55%) within the last 5 years (L5YRS). L5YRS respondents were less likely to be full professors (8% vs. 44%) or to serve as program directors (32% vs. 57%), and more likely to be associate program directors (25% vs. 17%) or clerkship directors (40% vs. 18%). High percentages of both L5YRS and M5YRS reported not pursuing additional educational opportunities post-SAE due to time and fiscal constraints. One-fifth of respondents were unaware of additional opportunities and 19% of M5YRS versus 6% of L5YRS stated that existing programs did not meet their needs. Overall improving skills as educational leaders, developing faculty development programs, and conducting educational research were noted as priorities for future development. Differences were observed between the L5YRS and M5YRS groups. The dominant preferences for course format were full-time face-to-face (41%) or a combination of full-time face-to-face with online modules (24%). The most important considerations in deciding to pursue a certificate course were course content, and interest in advancing career and time constraints.
An SAE graduate survey has confirmed the need for additional formal training in surgical education leadership in order to permit surgeon educators meet the demands of the changing landscape of surgical education. The needs of early career faculty may differ from those of more senior surgeon educators.
外科系的外科教育家在领导和推进外科教育方面发挥着关键作用。他们的活动包括确保健全的课程和评估系统、监测教育资源、监督教师发展以及提供指导。超过 25 年来，美国外科医师学院（ACS）一直提供全面的“外科医师教育家”（SAE）课程，以解决外科教育中的基本问题。本研究旨在确定 SAE 毕业生的未来职业需求，以为美国外科医师学院应用外科教育领导力证书课程的发展提供信息。
一项 IRB 豁免、匿名电子调查被开发出来，以确定 SAE 毕业生的教育角色、职业抱负和需求。
参与者包括所有 1993 年至 2016 年的 763 名 SAE 毕业生。
从有有效电子邮件地址的 600 名（22.5%）毕业生中收到了 135 份回复。60 名（45%）回复者在研究前 5 年（M5YRS）完成了 SAE 课程，75 名（55%）在最近 5 年内（L5YRS）完成了该课程。L5YRS 回复者不太可能是全职教授（8%对 44%）或担任项目主任（32%对 57%），而更有可能担任副项目主任（25%对 17%）或实习主任（40%对 18%）。L5YRS 和 M5YRS 的高比例报告由于时间和财政限制，他们在 SAE 后没有继续接受额外的教育机会。五分之一的受访者表示不知道有其他机会，19%的 M5YRS 受访者表示，现有的课程不符合他们的需求，而 L5YRS 受访者中只有 6%表示如此。提高作为教育领导者的技能、制定教师发展计划和进行教育研究被认为是未来发展的重点。在 L5YRS 和 M5YRS 群体之间观察到了差异。课程形式的主要偏好是全日制面对面（41%）或全日制面对面与在线模块相结合（24%）。决定参加证书课程的最重要考虑因素是课程内容以及对提升职业和时间限制的兴趣。
SAE 毕业生调查证实，需要额外的外科教育领导力方面的正式培训，以使外科教育家能够满足外科教育不断变化的需求。早期职业教师的需求可能与更资深的外科教育家不同。
