Daniel B Jones1, Dimitrios Stefanidis2, James R Korndorffer3, Justin B Dimick4, Brian P Jacob5, Linda Schultz6, Daniel J Scott7. 1. Department of Surgery, Harvard Medical School, Beth Israel Deaconess Medical Center, 330 Brookline Ave, Boston, MA, 02215, USA. djones1@bidmc.harvard.edu. 2. Department of Surgery, Indiana University School of Medicine, Indianapolis, IN, USA. 3. Department of Surgery, Tulane University Health Sciences Center, New Orleans, LA, USA. 4. Department of Surgery, University of Michigan Health Systems, Ann Arbor, MI, USA. 5. Department of Surgery, Mount Sinai Health System, New York, NY, USA. 6. Society of American Gastrointestinal and Endoscopic Surgeons, Boston, MA, USA. 7. Department of Surgery, UT Southwestern Medical Center, Dallas, TX, USA.
Abstract
BACKGROUND: Postgraduate training has been haphazard to date. Surgeons have relied on attendance to annual meetings and multiple choice study guides to demonstrate maintenance of certification and continuing medical education. METHODS: SAGES held a retreat to develop the concept and scope of the Masters Program. Surveys were sent to SAGES members to guide curriculum development and selection of anchoring operations. RESULTS: SAGES has developed an educational curriculum across eight domains (Acute Care, Biliary, Bariatric, Colorectal, Hernia, Foregut, Flex Endoscopy, and Robotic Surgery) incorporating SAGES educational materials and guidelines, social media, coaching and mentoring. CONCLUSIONS: Deliberate, lifelong learning should be a better way to teach and learn.
BACKGROUND: Postgraduate training has been haphazard to date. Surgeons have relied on attendance to annual meetings and multiple choice study guides to demonstrate maintenance of certification and continuing medical education. METHODS: SAGES held a retreat to develop the concept and scope of the Masters Program. Surveys were sent to SAGES members to guide curriculum development and selection of anchoring operations. RESULTS: SAGES has developed an educational curriculum across eight domains (Acute Care, Biliary, Bariatric, Colorectal, Hernia, Foregut, Flex Endoscopy, and Robotic Surgery) incorporating SAGES educational materials and guidelines, social media, coaching and mentoring. CONCLUSIONS: Deliberate, lifelong learning should be a better way to teach and learn.
Entities:
Keywords:
Competency; Curriculum; Education; Mastery; Proficiency; Surgery
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