Description and results of a needs assessment in preparation for the 'Surgeons as Educators' course

D. A. DaRosa, J. R. Folse, A. K. Sachdeva, Gary Dunnington, R. Reznick

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

BACKGROUND: In August 1993 the American College of Surgeons sponsored a course entitled 'Surgeons as Educators' (SAE) aimed at equipping academic surgeons with the knowledge and skills necessary to enhance surgical education administration, curriculum, teaching, and evaluation. METHODS: The instructional design model used to construct the course called for a formal needs assessment to determine the importance, current skill level, and priority of what needed to be learned to be an effective educator. The needs assessment was accomplished using a job analysis and questionnaire approach. The 68-item questionnaire was mailed to 320 academic surgeons representing eight medical schools. RESULTS: A 62% response rate was achieved. Results indicated the education-related tasks or activities that faculty felt were important to their careers, as well as their perceived level of development in each area. Descriptive statistics were used to summarize the responses that were critical to the SAE faculty in helping prioritize, sequence, and time ration course content. Collective results became the foundation for developing the SAE curriculum by the course's five faculty members. CONCLUSIONS: A well-done needs assessment does not necessarily guarantee come success; however, it is the first and critical step to planning an educationally sound faculty development course or program designed for adult learners.

Original languageEnglish (US)
Pages (from-to)410-413
Number of pages4
JournalAmerican Journal of Surgery
Volume169
Issue number4
DOIs
StatePublished - 1995
Externally publishedYes

Fingerprint

Needs Assessment
Curriculum
Educational Models
Education
Medical Schools
Teaching
Surgeons

ASJC Scopus subject areas

  • Surgery

Cite this

Description and results of a needs assessment in preparation for the 'Surgeons as Educators' course. / DaRosa, D. A.; Folse, J. R.; Sachdeva, A. K.; Dunnington, Gary; Reznick, R.

In: American Journal of Surgery, Vol. 169, No. 4, 1995, p. 410-413.

Research output: Contribution to journalArticle

DaRosa, D. A. ; Folse, J. R. ; Sachdeva, A. K. ; Dunnington, Gary ; Reznick, R. / Description and results of a needs assessment in preparation for the 'Surgeons as Educators' course. In: American Journal of Surgery. 1995 ; Vol. 169, No. 4. pp. 410-413.
@article{5b822adb63514111b2ebedb957390a90,
title = "Description and results of a needs assessment in preparation for the 'Surgeons as Educators' course",
abstract = "BACKGROUND: In August 1993 the American College of Surgeons sponsored a course entitled 'Surgeons as Educators' (SAE) aimed at equipping academic surgeons with the knowledge and skills necessary to enhance surgical education administration, curriculum, teaching, and evaluation. METHODS: The instructional design model used to construct the course called for a formal needs assessment to determine the importance, current skill level, and priority of what needed to be learned to be an effective educator. The needs assessment was accomplished using a job analysis and questionnaire approach. The 68-item questionnaire was mailed to 320 academic surgeons representing eight medical schools. RESULTS: A 62{\%} response rate was achieved. Results indicated the education-related tasks or activities that faculty felt were important to their careers, as well as their perceived level of development in each area. Descriptive statistics were used to summarize the responses that were critical to the SAE faculty in helping prioritize, sequence, and time ration course content. Collective results became the foundation for developing the SAE curriculum by the course's five faculty members. CONCLUSIONS: A well-done needs assessment does not necessarily guarantee come success; however, it is the first and critical step to planning an educationally sound faculty development course or program designed for adult learners.",
author = "DaRosa, {D. A.} and Folse, {J. R.} and Sachdeva, {A. K.} and Gary Dunnington and R. Reznick",
year = "1995",
doi = "10.1016/S0002-9610(99)80186-X",
language = "English (US)",
volume = "169",
pages = "410--413",
journal = "American Journal of Surgery",
issn = "0002-9610",
publisher = "Elsevier Inc.",
number = "4",

}

TY - JOUR

T1 - Description and results of a needs assessment in preparation for the 'Surgeons as Educators' course

AU - DaRosa, D. A.

AU - Folse, J. R.

AU - Sachdeva, A. K.

AU - Dunnington, Gary

AU - Reznick, R.

PY - 1995

Y1 - 1995

N2 - BACKGROUND: In August 1993 the American College of Surgeons sponsored a course entitled 'Surgeons as Educators' (SAE) aimed at equipping academic surgeons with the knowledge and skills necessary to enhance surgical education administration, curriculum, teaching, and evaluation. METHODS: The instructional design model used to construct the course called for a formal needs assessment to determine the importance, current skill level, and priority of what needed to be learned to be an effective educator. The needs assessment was accomplished using a job analysis and questionnaire approach. The 68-item questionnaire was mailed to 320 academic surgeons representing eight medical schools. RESULTS: A 62% response rate was achieved. Results indicated the education-related tasks or activities that faculty felt were important to their careers, as well as their perceived level of development in each area. Descriptive statistics were used to summarize the responses that were critical to the SAE faculty in helping prioritize, sequence, and time ration course content. Collective results became the foundation for developing the SAE curriculum by the course's five faculty members. CONCLUSIONS: A well-done needs assessment does not necessarily guarantee come success; however, it is the first and critical step to planning an educationally sound faculty development course or program designed for adult learners.

AB - BACKGROUND: In August 1993 the American College of Surgeons sponsored a course entitled 'Surgeons as Educators' (SAE) aimed at equipping academic surgeons with the knowledge and skills necessary to enhance surgical education administration, curriculum, teaching, and evaluation. METHODS: The instructional design model used to construct the course called for a formal needs assessment to determine the importance, current skill level, and priority of what needed to be learned to be an effective educator. The needs assessment was accomplished using a job analysis and questionnaire approach. The 68-item questionnaire was mailed to 320 academic surgeons representing eight medical schools. RESULTS: A 62% response rate was achieved. Results indicated the education-related tasks or activities that faculty felt were important to their careers, as well as their perceived level of development in each area. Descriptive statistics were used to summarize the responses that were critical to the SAE faculty in helping prioritize, sequence, and time ration course content. Collective results became the foundation for developing the SAE curriculum by the course's five faculty members. CONCLUSIONS: A well-done needs assessment does not necessarily guarantee come success; however, it is the first and critical step to planning an educationally sound faculty development course or program designed for adult learners.

UR - http://www.scopus.com/inward/record.url?scp=0028941046&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0028941046&partnerID=8YFLogxK

U2 - 10.1016/S0002-9610(99)80186-X

DO - 10.1016/S0002-9610(99)80186-X

M3 - Article

C2 - 7694979

AN - SCOPUS:0028941046

VL - 169

SP - 410

EP - 413

JO - American Journal of Surgery

JF - American Journal of Surgery

SN - 0002-9610

IS - 4

ER -