Description and evaluation of the Surgeons as Educators course

Debra A. DaRosa, J. Roland Folse, Richard K. Reznick, Gary Dunnington, Ajit K. Sachdeva

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

BACKGROUND: Since 1993, the American College of Surgeons has sponsored an annual 6-day course entitled the Surgeons as Educators. The course was designed to provide academic surgeons with the knowledge and skills necessary to enhance the surgical education curriculum, teaching strategies, educational program administration, and performance evaluation. This article describes the development, implementation, and effect of the course on the classes graduating in 1993 and 1994. STUDY DESIGN: The effect of the course was studied by using a longitudinal survey approach. A survey was mailed to participants 3 to 6 months after they completed the course. Graduates were asked to describe any education-related actions taken attributable to attending the Surgeons as Educators course. The quality of course content and presentations were evaluated by using end-of-course evaluation forms and dally feedback forms and by an external reviewer. RESULTS: Within 6 months of returning from the course, more than one half of the graduates initiated actions related to curriculum development, teaching strategies, or educational administration. One third or more of the graduates modified their performance and program evaluation systems. Using a five-point scale, ratings of the course content ranged from 3.78 to 4.64 for 'value of topic' and from 3.77 to 4.76 for 'quality of presentation.' Items evaluated by the graduates on the end-of-course evaluation forms ranged from 7.8 to 8.7 on a nine-point scale. CONCLUSIONS: The Surgeons as Educators course offered an opportunity for participants to interact among themselves and with course faculty about educational issues and to practice teaching skills. The course was highly rated for educational quality and value. The retreat environment and the length of the program helped attendees become immersed during this 'protected time' to analyze strengths and weaknesses of their programs and devise achievable plans to improve their abilities as educators and the effectiveness of their programs.

Original languageEnglish (US)
Pages (from-to)499-505
Number of pages7
JournalJournal of the American College of Surgeons
Volume183
Issue number5
StatePublished - Nov 1996
Externally publishedYes

Fingerprint

Teaching
Program Evaluation
Curriculum
Education
Longitudinal Studies
Surgeons
Surveys and Questionnaires

ASJC Scopus subject areas

  • Surgery

Cite this

DaRosa, D. A., Folse, J. R., Reznick, R. K., Dunnington, G., & Sachdeva, A. K. (1996). Description and evaluation of the Surgeons as Educators course. Journal of the American College of Surgeons, 183(5), 499-505.

Description and evaluation of the Surgeons as Educators course. / DaRosa, Debra A.; Folse, J. Roland; Reznick, Richard K.; Dunnington, Gary; Sachdeva, Ajit K.

In: Journal of the American College of Surgeons, Vol. 183, No. 5, 11.1996, p. 499-505.

Research output: Contribution to journalArticle

DaRosa, DA, Folse, JR, Reznick, RK, Dunnington, G & Sachdeva, AK 1996, 'Description and evaluation of the Surgeons as Educators course', Journal of the American College of Surgeons, vol. 183, no. 5, pp. 499-505.
DaRosa, Debra A. ; Folse, J. Roland ; Reznick, Richard K. ; Dunnington, Gary ; Sachdeva, Ajit K. / Description and evaluation of the Surgeons as Educators course. In: Journal of the American College of Surgeons. 1996 ; Vol. 183, No. 5. pp. 499-505.
@article{41d02cf540164253b325d43e4d727ce8,
title = "Description and evaluation of the Surgeons as Educators course",
abstract = "BACKGROUND: Since 1993, the American College of Surgeons has sponsored an annual 6-day course entitled the Surgeons as Educators. The course was designed to provide academic surgeons with the knowledge and skills necessary to enhance the surgical education curriculum, teaching strategies, educational program administration, and performance evaluation. This article describes the development, implementation, and effect of the course on the classes graduating in 1993 and 1994. STUDY DESIGN: The effect of the course was studied by using a longitudinal survey approach. A survey was mailed to participants 3 to 6 months after they completed the course. Graduates were asked to describe any education-related actions taken attributable to attending the Surgeons as Educators course. The quality of course content and presentations were evaluated by using end-of-course evaluation forms and dally feedback forms and by an external reviewer. RESULTS: Within 6 months of returning from the course, more than one half of the graduates initiated actions related to curriculum development, teaching strategies, or educational administration. One third or more of the graduates modified their performance and program evaluation systems. Using a five-point scale, ratings of the course content ranged from 3.78 to 4.64 for 'value of topic' and from 3.77 to 4.76 for 'quality of presentation.' Items evaluated by the graduates on the end-of-course evaluation forms ranged from 7.8 to 8.7 on a nine-point scale. CONCLUSIONS: The Surgeons as Educators course offered an opportunity for participants to interact among themselves and with course faculty about educational issues and to practice teaching skills. The course was highly rated for educational quality and value. The retreat environment and the length of the program helped attendees become immersed during this 'protected time' to analyze strengths and weaknesses of their programs and devise achievable plans to improve their abilities as educators and the effectiveness of their programs.",
author = "DaRosa, {Debra A.} and Folse, {J. Roland} and Reznick, {Richard K.} and Gary Dunnington and Sachdeva, {Ajit K.}",
year = "1996",
month = "11",
language = "English (US)",
volume = "183",
pages = "499--505",
journal = "Journal of the American College of Surgeons",
issn = "1072-7515",
publisher = "Elsevier Inc.",
number = "5",

}

TY - JOUR

T1 - Description and evaluation of the Surgeons as Educators course

AU - DaRosa, Debra A.

AU - Folse, J. Roland

AU - Reznick, Richard K.

AU - Dunnington, Gary

AU - Sachdeva, Ajit K.

PY - 1996/11

Y1 - 1996/11

N2 - BACKGROUND: Since 1993, the American College of Surgeons has sponsored an annual 6-day course entitled the Surgeons as Educators. The course was designed to provide academic surgeons with the knowledge and skills necessary to enhance the surgical education curriculum, teaching strategies, educational program administration, and performance evaluation. This article describes the development, implementation, and effect of the course on the classes graduating in 1993 and 1994. STUDY DESIGN: The effect of the course was studied by using a longitudinal survey approach. A survey was mailed to participants 3 to 6 months after they completed the course. Graduates were asked to describe any education-related actions taken attributable to attending the Surgeons as Educators course. The quality of course content and presentations were evaluated by using end-of-course evaluation forms and dally feedback forms and by an external reviewer. RESULTS: Within 6 months of returning from the course, more than one half of the graduates initiated actions related to curriculum development, teaching strategies, or educational administration. One third or more of the graduates modified their performance and program evaluation systems. Using a five-point scale, ratings of the course content ranged from 3.78 to 4.64 for 'value of topic' and from 3.77 to 4.76 for 'quality of presentation.' Items evaluated by the graduates on the end-of-course evaluation forms ranged from 7.8 to 8.7 on a nine-point scale. CONCLUSIONS: The Surgeons as Educators course offered an opportunity for participants to interact among themselves and with course faculty about educational issues and to practice teaching skills. The course was highly rated for educational quality and value. The retreat environment and the length of the program helped attendees become immersed during this 'protected time' to analyze strengths and weaknesses of their programs and devise achievable plans to improve their abilities as educators and the effectiveness of their programs.

AB - BACKGROUND: Since 1993, the American College of Surgeons has sponsored an annual 6-day course entitled the Surgeons as Educators. The course was designed to provide academic surgeons with the knowledge and skills necessary to enhance the surgical education curriculum, teaching strategies, educational program administration, and performance evaluation. This article describes the development, implementation, and effect of the course on the classes graduating in 1993 and 1994. STUDY DESIGN: The effect of the course was studied by using a longitudinal survey approach. A survey was mailed to participants 3 to 6 months after they completed the course. Graduates were asked to describe any education-related actions taken attributable to attending the Surgeons as Educators course. The quality of course content and presentations were evaluated by using end-of-course evaluation forms and dally feedback forms and by an external reviewer. RESULTS: Within 6 months of returning from the course, more than one half of the graduates initiated actions related to curriculum development, teaching strategies, or educational administration. One third or more of the graduates modified their performance and program evaluation systems. Using a five-point scale, ratings of the course content ranged from 3.78 to 4.64 for 'value of topic' and from 3.77 to 4.76 for 'quality of presentation.' Items evaluated by the graduates on the end-of-course evaluation forms ranged from 7.8 to 8.7 on a nine-point scale. CONCLUSIONS: The Surgeons as Educators course offered an opportunity for participants to interact among themselves and with course faculty about educational issues and to practice teaching skills. The course was highly rated for educational quality and value. The retreat environment and the length of the program helped attendees become immersed during this 'protected time' to analyze strengths and weaknesses of their programs and devise achievable plans to improve their abilities as educators and the effectiveness of their programs.

UR - http://www.scopus.com/inward/record.url?scp=0029805788&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0029805788&partnerID=8YFLogxK

M3 - Article

C2 - 8912620

AN - SCOPUS:0029805788

VL - 183

SP - 499

EP - 505

JO - Journal of the American College of Surgeons

JF - Journal of the American College of Surgeons

SN - 1072-7515

IS - 5

ER -