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Association for Surgical EducationANNUAL REPORT 2011

C O N T E N T S

About the ASE 2

Message from thePresident 5

Message from the Executive Director 6

Message from the ASE Foundation President 7

Committee Reports 8

Collaborations with Other Organizations 13

Honors and Awards 15

Courses and Program Offerings 26

ASE Financial Statement 29

ASE Foundation 30

Foundation Grants and Fellowships 31

ASE Foundation Financial Statement 36

ASE Foundation Donors 37

ASE Strategic Plan 41

Association for Surgical EducationANNUAL REPORT 2011

History

The original motivation for the creation of the Association for

Surgical Education (ASE) was to improve the quality of medical

student education in surgery. The ASE planning group

consisted of Drs. Norman Snow, David Heimbach, Royce

Laycock, Anthony Imbembo, Gordon Schwartz and Bruce

Gewertz who founded the organization in 1980. The inaugural

meeting took place in Louisville, Kentucky in 1981 and was

attended by approximately 30 people. In the early 1990’s, the

ASE embraced educational research as a major part of the

organizational mission and developed a number of programs

that promoted the scholarship of discovery as it related to the

entire surgical education continuum. In more recent years,

education has become an increasingly more common career

focus for academic surgeons. Accordingly, the ASE has adapted

its structure and programs to address the interests and needs

of our growing and diverse group of graduate students,

residents, surgeons and educators.

Past Presidents

1981 Royce Laycock, MD

1982 Royce Laycock, MD

1983 Anthony Imbembo, MD

1984 Bruce Gewertz, MD

1985 Peter Lawrence, MD

1986 Patricia Numann, MD

1987 Richard Bell, MD

1988 Norman Snow, MD

1989 John Provan, MD

1990 Hollis Merrick, MD

1991 Debra DaRosa, PhD

1992 James Hebert, MD

1993 Ajit Sachdeva, MD

1994 Merril Dayton, MD

1995 Gary Dunnington, MD

1996 Nicholas Coe, MD

1997 Chris Jamieson, MD

1998 Richard Spence, MD

1999 Richard Schwartz, MD

2000 Richard Reznick, MD

2001 Nicholas Lang, MD

2002 Leigh Neumayer, MD

2003 Michael Stone, MD

2004 John Murnaghan, MD

2005 Kimberly Anderson, PhD

2006 Donald Jacobs, MD

2007 Donald Risucci, PhD

2008 Philip Wolfson, MD

2009 Barry Mann, MD

2010 David Rogers, MD, MHPE

2011 Thomas Lynch, MD

About the ASE

2 | www.surgicaleducation.com

The ASE LogoThe ASE logo is comprisedof a book, quill andscalpel, symbols of surgical education andtraining.

About the ASE

OrganizationThe ASE is a 501-(c)-3 non-profit organization and isgoverned by a Board of Directors. The Board of Directorsis comprised of the officers, committee chairs and severalmembers who serve as liaisons to other surgical andmedical organizations. The majority of ASE committees arecompletely open to all its members, and the committeemembers elect their leadership. The ASE ExecutiveCommittee is comprised of the officers and the executivedirector and addresses issues that arise between thebiannual meetings of the full Board of Directors. Theorganization is headquartered in Springfield, Illinois and isadministered by an executive director, Ms. Susan Kepner,and a staff member, Ms. Brenda Brown.

Mission StatementThe mission of the Association for Surgical Education is topromote, recognize and reward excellence, innovation andscholarship in surgical education.

Statement of Core ValuesWe believe that education is essential for individual growthand global progress.

We believe that continuous learning is vital to succeed in achanging environment.

We believe that effective collaboration employs ourdiversity to improve ideas, enrich experiences and increaseproductivity.

We believe that enduring organizational effectivenessdepends upon trust, transparency, integrity and mutualrespect.

We believe that a commitment to innovation andscholarship is crucial to progress.

Vision Statement The ASE aspires to impact surgical education globally.

Current Board of Directors

OFFICERS

President Linda Barney, MDPresident-Elect Dimitri Anastakis, MD, MHPE, MHCMVice-President Mary Ann Hopkins, MDTreasurer Mary Klingensmith, MDSecretary Daniel Jones, MD

COMMITTEE CHAIRS

Assessment and Evaluation Adnan Alseidi, MD

Awards Nancy Schindler, MD

Clerkship Directors Stephen Yang, MD

Coordinators of Surgical Education Trisha Arbella

Curriculum Ranjan Sudan, MD

Educational Research Ravi Sidhu, MD, MEd

Faculty Development Jeannie Savas, MD

Graduate Surgical Education James Korndorffer, MD

Information Technology Gregory Cherr, MD

Membership Steven Kasten, MD

Nurses in Surgical Education Margaret Boehler, RN, MSN

Program Amalia Cochran, MD

Simulation Daniel Scott, MD

MEMBERS

Executive Director Susan Kepner, MEdPast Presidents Thomas Lynch, MD; Barry Mann, MD; David A. Rogers, MD, MHPEASE Recorder Susan Steinemann, MDAmerican College of SurgeonsAjit Sachdeva, MD (ex-officio)ASE FoundationDaniel Dempsey, MD (ex-officio)

LIAISON MEMBERS

Association of American Medical Colleges Councilof Academic SocietiesDebra DaRosa, PhD; Merril Dayton, MDAlliance for Clinical EducationKimberly Ephgrave, MD; Rebecca Evangelista, MD; Robert Nesbit, MD; Robyn Stewart, MD, Jeanete Capella, MDAssociation of Program Directors in SurgeryJohn Mellinger, MDAssociation of Academic SurgeonsRebecca Sippel, MDAmerican College of Surgeons- ASE GovernorDonald Jacobs, MD

www.surgicaleducation.com | 3

About the ASE


Philip J. Wolfson Outstanding Teacher Award This award is given annually to a maximum of four individuals

who are actively involved in surgical education and who are

considered by their chair, peers or residents/students to be

outstanding teachers. The award was renamed in 2008 to

honor the memory of Philip J. Wolfson, MD, a truly outstanding

teacher and ASE President.

The J. Roland Folse Invited Lectureship in Surgical EducationIn 1993 the ASE created this named lecture to recognize the

significant and enduring contributions of Dr. J. Roland Folse to

the ASE and to surgical education. Individuals are invited to

give this lecture based on exemplary contributions to their

respective disciplines.

Named Lectureships and Awards

Each spring we gather as a community of like-minded surgical educatorsto showcase our accomplishments and chart an organizational course forthe next year. The excitement and energy throughout Surgical EducationWeek is amazing. Whether by proximity or chemistry, incredible thingsseem to happen. The burden of our compelling and competing “day

jobs” is temporarily set aside and new ideas are born, collaborations forged andwe emerge invigorated with a new sense of purpose. In 2010-2011, under theleadership of Tom Lynch and Dimitri Anastakis, a three year strategic plan wasforged to help guide the ASE through the challenges facing organized medicineand the education of our future workforce. This year we reflect on our midpointaccomplishments and the work that lies ahead for years two and three.

Our annual meeting has been restructured to provide greater opportunities forpodium and poster presentations: 36 podium opportunities will be available for2012 as a combination of full podium presentations and parallel track mini-oralpresentations. An extended wine and cheese poster session will provide an idealinteractive atmosphere with ~45 project authors. Pre-meeting workshops will beoffered to meet the needs of our membership and provide a concentrated focuson faculty and clerkship director development.

Two new awards celebrating the outstanding accomplishments of our memberswill be inaugurated this year. The Linnea Hauge Promising Educational ScholarAward has been established in honor of Linnea Hauge and her valuedcontributions to the development and mentorship of young investigators. TheOutstanding Resident Teacher Award has been established to recognize thecontributions of residents in the teaching of medical students and peers and toencourage these young surgeons to pursue careers in academic surgery. A thirdaward is in progress for 2013 that will recognize collaborative efforts ineducation innovation.

It has been a successful year for fostering strategic alliances.

The ASE and ACS, under the leadership of Dan Jones and Kathy Liscum, havecollaborated on the development of a surgical skills curriculum for students. Thetask force on medical student curriculum, with input from all relevant ASEcommittees, is in the process of partnering with the ACS to develop a coresurgical curriculum for medical students.

The ASE has collaborated with the ACS and APDS on the M4 residentpreparation course. This will be a vital resource for improving the transitionsfrom medical student and intern to surgical residency.

The ASE and APDS sponsored the first joint research grant that was awarded toDimitrios Stefanidis for his collaborative work. Both organizations recognize thevalue of this seed grant and look forward to offering this opportunity again in2012. Dr. Stefanidis’ project update will be presented during Surgical EducationWeek.

C O N T I N U E D O N PA G E 4 0

Message from the President


Iam pleased to report that the Association for Surgical Education Board ofDirectors completed a strategic planning process during this past year. Thiswas a collaborative effort of many within the organization. Our goal was tocreate a working document that will set the future direction of the ASE andposition our organization to meet the challenges and educational needs of

the surgical community at large and those of our valued Association membersand we feel that we successfully accomplished this. Our energies and resourcesare now clearly focused on initiatives that best serve the needs of ourmembership and allows us to stay ahead of the many changes taking place inthe field of surgical education.

In response to our members’ feedback, we’ve expanded the number of podiumpresentation at our annual meeting. In addition, we have created two newawards this year, The ASE Outstanding Resident Teacher Award and the ASELinnea Hauge, PhD, Promising Educational Scholar Award. Recipients of thesetwo new awards will be announced at our 2012 Annual Meeting, March 22-24,2012 in San Diego, CA. These two awards will recognize those trainees whohave excelled in the field of surgical education and encourage their continuedinvolvement in this field of study.

Additionally, as means of dissemination of information increases withtechnology, we are exploring ways to expand our presence with our affiliatedjournal, The American Journal of Surgery, through additional on-line publishingopportunities. We have partnered with the ACS to create the ACS-ASE Skills-based Simulation Curriculum for Medical School Years 1-3 and theACS/APDS/ASE Entering Surgery Resident Prep Curriculum.

At our 2011 Meeting, the ASE Clerkship Directors Committee presented an all-dayworkshop on Troubleshooting 101 – a workshop for Surgery Clerkship Directorsand Coordinators. This workshop addressed administrative sessions in themorning and professional development sessions in the afternoon. Because of itsexceptional popularity, a similar workshop is being planned for our 2012 meeting.

We continue to adapt to the changing landscape of medical education, and ourCommittees are developing several initiatives that will be available to ourmembers to help them at their home institutions.

We have shifted, almost exclusively, to electronic mailings and notifications ofimportant ASE announcements as well as calls for abstracts and submissions.We’ve also shifted to electronic submission of Teaching Award nominations aswell as electronic submission of CESERT grant proposals.

The ASE continues to be a beacon of light for those who navigate thechallenging waters of surgical education. We hope to continue to meet ourmembers’ needs during these rapidly changing times. I encourage you to readmore about the work of our Committees throughout this Annual Report.

Susan Kepner, MEdExecutive Director

Message from the Executive Director



The ASE Foundation was founded with the expressed mission to sponsor andfund innovative research that improves surgical education, surgical training,patient care and patient safety. Surgical education at all levels has beeninfluenced by increased emphasis on core competencies, restricted dutyhours, and patient safety. New paradigms for clinical training are being

established. The field of surgical education has become an increasingly popularacademic career track. These changes make the mission and role of the ASEFoundation more important than ever.

Two of our most successful initiatives are the Center for Excellence in SurgicalEducation, Research, and Training (CESERT) Program which funds research grants insurgical education and the Surgical Education Research Fellowship (SERF) Programwhich trains young surgeons in the principles of education research. At the mostrecent annual ASE meeting in Boston, the importance and success of CESERT wereshowcased in a special Panel Session entitled, “CESERT: Impetus, Import and Impact”moderated by Barry Mann, MD. During this impressive academic session, previousCESERT Grant awardees discussed their research projects, with a focus on what theprojects added to their particular fields of study, and what impact the CESERT awardhad on their own academic careers in surgery.

Kimberly Schenarts, PhD, SERF Program Director, recently conducted a survey offormer SERF fellows, most of whom continue to contribute to the surgical educationliterature, either expanding upon or continuing research related to their SERF project.When asked what effect participation in SERF had on their career development,several common themes emerged: the positive influence of networking and sharingof ideas; identifying and developing a research niche in their own institutions; givingindividuals credibility as dedicated surgical educators within their departments andinstitutions, and nationally; and providing the essential fundamentals for rigorouseducational research.

The value of surgical education research lauded by CESERT grantees and SERFfellows clearly underscores the importance of our mission. The Foundation’s toppriority and commitment remains funding these two important programs. We arepleased to report that through the work of Foundation Board Members, Covidien hasgenerously committed funds for CESERT this year, and Ethicon Endo-Surgerycontinues its generous and long-standing sponsorship of SERF. While extremelygrateful for this corporate support, we must be mindful of these challengingeconomic times, and continue to pursue avenues for potential funding. We willcontinue seeking support from corporate partners and develop new relationshipswith industry and other organizations that fund educational endeavors. Weencourage all ASE members to continue their support and contribute to ourFoundation. Strong membership participation strengthens our appeal to both industryand philanthropy as we seek additional funding for our programs.

At the annual meeting in Boston we kicked off our “100% Participation $100”Membership Funding Campaign for 2011-2012 with the goal of raising $100,000 to

C O N T I N U E D O N P A G E 2 5

Message from the ASE Foundation President

Committee Reports


Committee on Assessment and EvaluationAdnan Alseidi, MD, ChairConnie Schmitz, PhD, Vice-Chair

The ASE Committee on Assessment andEvaluation serves as a resource on all issuesrelated to the assessment and evaluation ofteachers, learners, and educational programs.This is an open committee and members areencouraged to attend the biannual meetingsand/or join our mailing list. Primary projects ofthis committee, and a key component of ouractivities, are the committee sponsoredworkshops during Surgical Education Week.Recent topics include residency and clerkshipprogram evaluation (2009) and recognition andremediation for the unprofessional physician(2010). Currently, based on an ASE membershipneeds assessment, the workshop sub-committeeis working an assessment tool library with theintent to organize a practical hands-on session(2012) to aid in eliminating the gap that existsdue to the lack of understanding and accessibilityof assessment tools.

In its role as a resource for assessment andevaluation for other ASE members/groups, thecommittee has several ongoing projects. Onemajor project, and a primary focus of theAssessment and Evaluation Committee for the2011-12 academic year, is on the development ofassessment tools for the ACS/ASE NationalMedical Student Simulation-Based Surgical SkillsCurricula being developed for MS1-3 learners.The subcommittee working on this importantproject, chaired by Connie C. Schmitz, PhD,maintains frequent contact with the ACS/ASEsteering committee and has established goodprogress. The subcommittee continues to meetmonthly, via teleconference, to insure timelycompletion. The activities of the committee areguided by the ASE’s commitment to excellence ineducation and strives to assist the ASE achievingits strategic goals and objects.

Committee on AwardsNancy Schindler, MD, Chair

Membership on the Awards Committee is bypresidential appointment. This group wasresponsible for developing the criteria andprocess for selecting the annual recipients of thePhilip J. Wolfson Outstanding Teacher Award andASE Distinguished Educator Award. In 2011, theCommittee proposed two additional new awards:the Outstanding Resident Teacher Award and theLinnea Hauge, PhD, Promising EducationalScholar Award. These awards were developed torecognize and encourage early excellence inteaching and educational scholarship amongstresidents. This year, nominations were solicitedfrom the ASE membership for all four awards.The Awards Committee will review allnominations and based on defined criteria, willidentify recipients. Award recipients will beannounced at the 2012 Surgical Education Week.

Committee on Clerkship DirectorsStephen Yang, MD, ChairJoseph Iocono, MD, Vice-Chair

The Committee on Clerkship Directors wasformed at the ASE meeting in Tucson in March2006 to provide a forum specifically for ClerkshipDirectors to share ideas and address problemscommon to all surgery clerkships. These areasinclude curriculum, evaluation, resources andmeeting Liaison Committee on Medical Education(LCME) requirements. The Committee has beenworking on creating a national curriculum forsurgery clerkship directors, and a poster relatedto that effort will be presented at the AAMCmeeting this year.

The Committee has also been developing adatabase containing contact information for allNorth American Clerkship Directors with a goal ofproducing a yearly survey about clerkship-relatedinformation and support. This survey will beused for research purposes and help establishuniformity in teaching methodologies to allClerkship Directors. The survey will also provide

Committee Reports


important information that may be used byClerkship Directors to justify institutional supportand to define criteria for academic advancement.

The Committee is now reaching a tipping pointin its membership with one of the largest ASECommittee attendances at both its ASE and ACSmeetings. Further support and participation byall Surgical Clerkship Directors and Coordinatorsare welcomed, and all Surgical ClerkshipDirectors and Coordinators are invited to thesebiannual meetings.

Committee on Coordinatorsof Surgical EducationTrisha Arbella, ChairRebecca Bryant, Vice-Chair

The Committee on Coordinators of SurgicalEducation develops resources to support, educateand inspire coordinators in surgery. ThisCommittee addresses the educational needs ofmedical students in surgery and is focused ondeveloping effective plans and goals to make thesurgical clerkship successful. The Committeeprovides helpful information and guidance tocoordinators and enables them to get involved ingroup discussions on issues surrounding medicalstudent education. The Committee meets duringthe Annual Meeting and conducts business via e-mail and conference calls throughout the year. TheCommittee is currently focused on refining its careerdevelopment program, providing the opportunityfor coordinator certification, and increasingmembership.

Committee on CurriculumRanjan Sudan, MD, ChairSteven Goldin, MD, PhD, Vice-Chair

The Committee on Curriculum is focused on in-novations in material development for student-level course requisites and career advisement insurgery. Guided by the mission and vision of theorganization we strive to provide surgical educa-tors in varied roles of responsibility and practicesettings. Collaborative efforts of members pro-duced the current edition of the Manual of Surgi-cal Objectives (MSO) for undergraduate teaching

and the Surgical Educators Handbook that servesas a navigational aid for educators in a problem-based format. Committee members are currentlyengaged in the final stages of revising the MSO toenhance the current language to more rigorous,measurable objectives that can easily be adoptedby clerkship or site directors to meet national ac-creditation standards.

The Committee is also currently engaged in theongoing development of the ASE PowerPointTeaching Modules designed for use by faculty orresidents for medical student education. Framedafter the Manual of Surgical Objectives, thesecase-based modules, enriched with images, radi-ographs and literature references enable facultyand resident educators to guide students throughdiscussions of common problems encountered insurgical practice. The Committee continues toproudly sponsor the “Thinking Out of the Box”lunch program at the ASE Annual Meeting fo-cused on sharing innovative teaching ideas forboth students and residents. To ensure system-atic and rigorous objective and teaching materialdevelopment we collaborate with Committees onAssessment and Evaluation, Clerkship Directorsand Simulation.

Committee on Educational ResearchRavi Sidhu, MD, MEd, ChairMelissa Brunsvold, MD, Vice-Chair

Promoting the scholarly activities of ASE membersby encouraging, coordinating and stimulating allaspects of educational research is the primary goalof this Committee. This is achieved by improvingcommunication and sponsoring educational activi-ties. Communications include informing the mem-bership of educational and grant/fundingopportunities as well as mentoring capabilities.Educational activities include sponsoring work-shops and related activities for the developmentof educational research skills of ASE members.Other activities include the integration and pro-motion of educational research within the ASE byforming essential liaisons with other Committees.

Committee Reports


A current project of this Committee is the renewalof the Surgical Education Research course and theintegration of this course into the SERF program.

Committee on Faculty DevelopmentJeanie Savas, MD, ChairMichael Cahalane, MD, Vice-Chair

The Faculty Development Committee assists ASEmembers in developing the teaching skills of theirhome faculty and in their own development assurgical educators. The committee sponsorsworkshops annually at ASE meetings (recentworkshops have included interactive sessionsentitled: Beyond Pig’s Feet, Box Trainers, and 3-0Silk: Planning a Surgical Skills Course, CoachingTowards Excellence in Professionalism andCommunication, and How Surgeons Teach in theOperating Room), providing materials thatparticipants can put into use at their own institutions.The Committee has developed a sample teachingdossier, completed and published a national studyon part-time academic faculty, and conducted anational survey on volunteer surgical faculty.Currently the Committee is working on a half-daycourse on faculty and career advancement inacademic surgical education. The committee willcomplete the planning phase of this course in 2011and will run the first course at the 2012 ASE meeting.It is intended that this become an annual event. Thecommittee is also collaborating with othercommittees to complete a needs assessment/whitepaper evaluating the potential for studies in the areaof patient safety, quality, and the changing medicalcurriculum. The Committee welcomes involvementof all interested ASE members.

Committee on Graduate Surgical EducationJames Korndorffer, MD, ChairP. J. Schenarts Vice-Chair

The mission of the Graduate Surgical Educationcommittee is to endorse and promote core-compe-tency based best practices in graduate surgical edu-cation that are grounded in sound educationtheory. The Graduate Surgical Education Commit-tee was formed in 2009 to provide a “home” in theASE for those whose primary focus is graduatemedical education. Current projects include: devel-oping a review paper based on the ASE-GSE 2011workshop entitled; “Using Trainees for EducationResearch: Ethical Dilemma or Appropriate Schol-arly Activity?”, sponsorship of a workshop at the2012 ASE meeting, possibly dealing with the edu-cational challenges patient safety initiatives create,and developing a literature review paper on thesuccessful practices utilized to teach systems-based practice in the graduate medical educationsetting. In addition, the Committee hopes to ex-pand the reach of the ASE by including surgical di-rectors of other specialties who would like anoutlet and home for their surgical education schol-arship.

Committee on Information TechnologyGregory Cherr, MD, ChairMichael Awad, MD, Vice-Chair

The purpose of this Committee is to shareinformation with the ASE membership on how touse information technology to improve the qualityof surgical education programs. While theCommittee attracts ASE members who are “tech”savvy, it is open to anyone with an interest ininformation technology including novices. TheCommittee has completed a number of projectsdesigned to keep the ASE membership up-to-dateon computer hardware, software and on-lineservices.

The Information Technology Committee iscurrently reviewing the appearance and

Committee Reports


functionality of the ASE website and developingwebinar, distance-based, teaching and learningopportunities.

Committee on MembershipSteven Kasten, MD, ChairJohn Rectenwald, MD, Vice-Chair

Membership on this committee is by presidentialappointment. The purpose of this group is todevelop strategies and projects that attract newmembers and keep current members activelyinvolved in the ASE. The membership committeeis strategically comprised of members representingplastic surgery, cardiothoracic, urology, vascular,general surgery, simulation, nurse educators,coordinators, residents and international groups.The ASE membership currently stands atapproximately 850 members, which includes 158clerkship directors, 37 clerkship coordinators, 14nurse educators, 88 residents and 22 medicalstudents. The committee continues its work ontargeting surgeons and other healthcare membersinvolved in areas outside of general surgery;specifically faculty who are involved in newintegrated residency programs, internationalgroups, scientists and engineers. Efforts areunderway to develop joint funding opportunitiesfor surgical educational research between ASE andnational specialty organizations as a means ofincreasing awareness of the ASE and at the sametime increasing opportunities for scholarship ineducational research.

Committee on Nurses in Surgical EducationMaggie Boehler, RN, MSN, ChairLisa Satterthwaite, RPN, Vice-Chair

This Committee is comprised of nurses who arecurrently working within their respectiveDepartments of Surgery across North America toprovide instruction, guidance and support to medicalstudents throughout their surgical undergraduateeducation. In keeping with the Association’s goals,

the members of this Committee have developedsimilar objectives so that they can actively participateas colleagues and collaborators. Responsibilities ofthe Nurse Educators, outside the realm of thesurgical clerkship, include conducting research,participating on departmental and institutionalcommittees, and mentoring and collaborating at thelocal, regional and national levels.

Currently the members of the Nurses in SurgicalEducation Committee participate as well in manyother committees as active members of the ASE. Itis our goal to provide our unique expertise andabilities to all committee projects. We have alsoupdated our roster to include resources that eachmember has to offer, e.g. standardized patient examdevelopment, clinical skills instruction, technicalskills curriculum design and development. Thecommittee plans on making this roster informationavailable to all members of the ASE. There will bediscussion at next year’s meeting regardingformalizing a plan to offer nurse consultants for abroad range of curricular issues. Many of the nursescurrently provide information and guidanceinformally to surgical education programs that seekout individual guidance. Our hope is to betterprovide assistance to the ASE members at large anddo so in an efficient and cost effective manner.

Committee on the ProgramAmalia Cochran, MD, ChairCarol-Anne Moulton, MD, Vice-ChairSusan Steinemann, MD, ASE Recorder

Membership on the Committee on Program is bypresidential appointment. The most recent ASEmeeting took place at the Sheraton in Boston,MA. Twenty-four abstracts were accepted forpodium presentation, and an additional eightwere accepted for mini-oral presentation. Nineworkshops and the SERF Forum were presentedin afternoon sessions. The poster session wassignificantly expanded this year and included awine and cheese reception. In addition,opportunities for in-training meeting attendeeswere highlighted in the Program. A panel session

Committee Reports

moderated by Dr. Barry Mann emphasized theimportance of the CESERT program in promotingquality educational scholarship. Brian Hodges,MD, PhD presented the J. Roland FolseLectureship entitled, “Tea Steeping and i-Doc:Models for Medical Education?” Dr. CapriceGreenberg spoke on “Performance: TheIntersection of Surgical Education and OutcomesResearch” as the annual “What’s New in SurgicalEducation” presentation. Dr. Tom Lynch gave thePresidential Address.

The Program Committee has initiated planning forthe 2012 meeting in San Diego. We will continueto expand opportunities for members to presenttheir work with an increase to 26 podiumpresentations and 10 mini-orals. The concurrentsession format for the mini-oral presentations willagain be employed to facilitate this process. Wewill continue with the traditionally excellentThinking Out of the Box program. Pre-meetingcourses are also being developed by other ASECommittees.

Committee on SimulationDaniel Scott, MD, ChairDimitris Stefanidis, MD, Vice-Chair

The mission of the Committee on Simulation is topromote the development, adoption andscientific analysis of simulation-based training forsurgeons and other healthcare professionals fromrelated fields. The committee hosted a successfulTeam Training workshop at the 2011 SEWmeeting and is generating consensus papersregarding best known practices in this area. TheASE Textbook of Simulation, Skills and TeamTraining is scheduled for publication this fall.The committee is supporting a strongcollaboration with the ACS and moving forwardwith the ACS/ASE Medical Student Simulation-based Surgical Skills Curriculum; two needsassessments and authorship of over 30 moduleshas been completed. The Delphi project,designed to systematically identify the topresearch questions, was quite successful,resulting in an oral presentation at the SEW 2011meeting and a paper submitted to the AmericanJournal of Surgery. A White Paper is underwayto define standards and identify gaps insimulation. Mentoring programs for educatorsnew to simulation and for educators seekingcollaboration are under development. Thecommittee was awarded the first collaborativegrant funding from the ASE and APDS to supporta multicenter study designed to establishperformance benchmarks for various levels oflearners using FLS and other simulation relatedassessments; 10 institutions began enrollingparticipants in July 2011.


Collaborations With Other Organizations


Association of American Medical Colleges Council of Academic Societies Liaison Members –Debra DaRosa, PhD Merrill Dayton, MD

Organization of Resident Representatives –Dawn Emick, MDPaul Jeziorczak, MD

MedEdPORTAL Associate Editor –Amalia Cochran, MD

Founded in 1876, the Association ofAmerican Medical Colleges (AAMC)originally represented only medicalschools. Today, membership iscomprised of the 131 United Statesand 17 Canadian accredited medicalschools, nearly 400 major teachinghospitals, and 94 academic andprofessional societies. The ASE is anorganizational member of the Councilof Academic Societies (CAS) that is oneof the three governing councils of theAAMC, along with the Council ofDeans (COD) and the Council ofTeaching Hospitals and Health Systems(COTH). The ASE also hasrepresentation on the AAMCOrganization of ResidentRepresentatives. The ASE has recentlybecome a partner in the AAMCMedEdPORTAL project, a peer-reviewed web-based repository ofmaterials designed to improve medicaleducation.

American College of SurgeonsASE Governor –Donald Jacobs, MD

The American College of Surgeons(ACS) is a scientific and educationalassociation of surgeons that wasfounded in 1913 to improve the qualityof care for the surgical patient bysetting high standards for surgicaleducation and practice. The ASE has aunique relationship with the ACS asDr. Ajit Sachdeva, an ASE Past-President and current member of theBoard of Directors, is the Director ofthe ACS Division of Education.Further, many of the ASE members arealso Fellows of the American Collegeof Surgeons and serve on a number ofeducationally-oriented ACScommittees. The ASE is presentlycollaborating with the ACS and theAssociation of Program Directors inSurgery on a project that involvesdeveloping an intern preparednesscurriculum. The ASE and ACS alsocontinue to collaborate with others inthe Web Initiative for SurgicalEducation of Medical Doctors (Wise-MD) project to enhance the teaching ofcommon surgical problems to medicalstudents, residents, nurses and alliedhealth workers through state-of-the-arttechnologies including animation,computer graphics and video.

Surgical education

is a broad area and so

collaboration with

other organizations

is essential for the

Association for

Surgical Education

to accomplish its

mission and realize its

vision.

Collaborations With Other Organizations


Alliance for Clinical EducationLiaison Members –Kimberly Ephgrave, MDRebecca Evangelista, MDRobert Nesbit, MD, Robyn Stewart, MD

The Alliance for Clinical Education (ACE) isa multidisciplinary group of organizationsof Clerkship Directors that was formed in1992 to enhance clinical instruction ofmedical students. ACE’s mission is to fostercollaboration across specialties in order topromote excellence in clinical education ofmedical students. The Alliance for ClinicalEducation is gaining momentum as the “go-to” group for the AAMC on emerging issuesregarding clinical education for medicalstudents. The ASE-appointed liaisons willbe active in a number of projects related toclerkship directors and medical studenteducation. One of these projects is anevaluation of the impact of the electronichealth record on medical studenteducation..

American Board of Surgery –Surgical Council on Resident Education Representatives –Connie Schmitz, PhDJames Korndorffer, MD

The American Board of Surgery (ABS)is an independent, non-profitorganization founded in 1937 for thepurpose of certifying surgeons whohave met a defined standard ofeducation, training and knowledge.The ASE is an organizational member ofSurgical Council on Resident Education(SCORE) which is working to develop anew curriculum for general surgerytraining in the United States.

Association of ProgramDirectors in SurgeryLiaison Member –John Mellinger, MD

The Association of Program Directors inSurgery (APDS) was founded in 1977and consists of the Program Directorsand Associate Program Directors ofACGME accredited General Surgeryresidencies in the United States. APDS isalso the sponsoring organization forgeneral surgery program coordinators.The eleventh Surgical Education Weekwill be held in 2011 and represents on-going collaboration between the ASE andAPDS. The ASE and APDS have co-sponsored the Residents as TeachersWorkshops held during past SurgeryEducation Week meetings. Currently, theASE, APDS and ACS are partners in theintern preparedness project.

Association for Academic SurgeryLiaison Member –Rebecca Sippel, MD

The Association for Academic Surgery(AAS) was founded in 1967 and hasgrown significantly over the years,being widely recognized as aninclusive surgical organization withover 2,500 member surgeons. Theobjective of the AAS is to stimulateyoung surgeons and surgical scientiststo pursue careers in academic surgeryand provide support so they canestablish themselves as investigatorsand educators. Active members havetraditionally been surgeons who heldacademic positions.

Honors & Awards

Philip J. Wolfson Outstanding Teacher Award The Outstanding Teacher Award was renamed in 2008 to honor

the memory of Philip J. Wolfson, MD, a distinguished

physician, surgeon, educator, colleague and friend whose

untimely passing during his tenure as President of the ASE

was a great loss to all those he inspired and to the academic

and surgical communities at large. Dr. Wolfson’s dedication

and passion to teaching and training medical students,

residents, and young surgeons were recognized throughout his

professional career. Dr. Wolfson received the Outstanding

Teacher Award in 1999.

This award is given annually to a

maximum of four individuals who

are actively involved in surgical

education and who are considered

by their chair, peers and/or

residents/students to be outstanding

teachers. Nominees for these awards

must possess the qualities of an

outstanding teacher which include: commitment to teaching,

expert knowledge, innovation, enthusiasm and stimulation of

interest, encouragement of problem solving, ability to provide

feedback and effective evaluation, role modeling of professional

characteristics, accessibility and openness to new ideas. www.surgicaleducation.com | 15

Receiving the Wolfson Teaching Award was a true highlight ofmy professional career. For me, it was recognition of activitythat was done without really any expectation of recognition.The award itself has a prominent place in my office and servesas a frequent reminder of Phil and all of my colleagues at theASE who are so committed to excellence in surgical education

– C H R I S T O P H E R B R A N D T , M D , 1996 DISTINGUISHED EDUCATOR AWARD WINNER

Honors & Awards


2 0 1 1 W I N N E R S

Amalia Cochran, MDUniversity of Utah

Dr. Amalia Cochran is an AssistantProfessor of Surgery at the Universityof Utah. She has been recognized bythe University of Utah as anoutstanding teacher with the EarlyCareer Teaching Award, the first purelyclinical awardee to be so honored.Her work developing andimplementing a curriculum for theburn service served as a template forthe entire department’s residencyprogram, and led to her selection asthe Director of the CurriculumImplementation Committee for theredesign of the medical schoolcurriculum.

Dr. Cochran has been active in theeducational life of almost all of theorganizations to which she belongs.She represents surgery as a member ofthe Society for Critical Care Medicine’sUndergraduate Medical EducationCommittee, and is Vice-chair of theAmerican Burn Association’s EducationCommittee.

She has been an active participant inthe ASE as a SERF fellow, as a memberof the Awards Committee, Chair of theAssessment and Evaluation Committee,and Vice-chair of the ProgramCommittee. In addition, she serves asthe ASE’s representative to the AAMCMed-Ed portal.

In reviewing student and residentevaluations of Dr. Cochran’sperformance, as well as hernomination letters, there were somedistinct themes that were mentionedtime and again…structured orientationand objectives, outstanding

communicator, approachable,encourages and promotes autonomy.To quote just a few:

“The orientation and educationalcurriculum that Dr. Cochran hasorganized is unmatched by anyother rotation.”

“She allowed me to work a littleoutside of my comfort zone withclose supervision, and encouragedme when I was struggling. Shewas always trying to help me tounderstand the reasoning behindthe decision-making process.”

“She works at teaching, reads andpractices teaching, and isconstantly thinking about newways to be even more effective as ateacher and leader.”

“Dr. Cochran personifies what atruly excellent teacher is. It isbeing present in varied aspects ofmentee development, beingsupportive and encouraging,keeping an open door and anopen mind, truly loving what youdo and sharing that love withthose following in your footsteps.”

Amalia Cochran, MD

Mary Hooks, MDEast Tennessee State University

Dr. Mary Hooks is a Professor of Surgeryat East Tennessee State University QuillenCollege of Medicine. She has been theClerkship Director since 1996, and is alsocourse director of the recently establishedTransitions to Clerkships Course.

Dr. Hooks has been recognized by thestudents and residents at ETSU numeroustimes; her value to them is apparent bythis partial list of awards. She was theClerkship Director of the Year in 1998,2000, 2001, 2002, 2004, 2005, Mentor ofthe Year in 1999, 2004, and 2008, SurgicalAttending of the Year in 2009 and 2010,recipient of the Dean’s DistinguishedTeaching Award in Clinical Science in1999, and recipient of the Leonard TowHumanism in Medicine Award in 2006.

Dr. Hooks is a member of the MedicalStudent Education Committee, theResident Evaluation Committee, and theStudent Promotions Committee at ETSU.She is a past president of the Associationof Women in Surgery, and a member ofthe ACS/AWS Mentoring Committee. Sheis a member of the ACS Student ProgramCommittee and is also a former ASE SERFfellow.

In the words of her trainees:

“It was valuable to have Dr. Hooksgive feedback so promptly.”

“Dr. Hooks is an excellent rolemodel.”

“Dr. Hooks is an integral part of themedical education at Quillen.”

“Dr. Hooks shows genuine care andrespect for her patients during everyencounter, and is able to do sowhile providing superioreducational experiences for herresidents and students.”

The majority of nominationscontain letters from Departmentchairs, other prominent surgeons,partners, friends, and trainees.

One of the most compelling lettersof support for Dr. Hooks’nomination came from the Chair ofFamily Medicine. In addition tomedical students and surgicalresidents, Dr. Hooks teaches familymedicine residents on their surgicalrotation.

“The one-on-one teachingopportunities are treasured by thefamily medicine residents and theyconsider her an outstandingteacher. Without Dr. Hooks, ourprogram would not be nearly assuccessful.”

Jonathan D’Cunha, MD University of Minnesota

Dr. Jonathan D’Cunha is an AssistantProfessor of Surgery at the University ofMinnesota, where he is involved ineducation at all levels. He is the coursedirector for the Preparing for Internshipcourse, the lead instructor for thecritical skills simulation curriculum forinterns, the Associate Program Directorfor the thoracic surgery residency, andthe Program Director for the MinimallyInvasive Thoracic Surgery and ForegutFellowship, and a member of theDepartmental Excellence in EducationStrategic Planning Committee. Hisexcellence has been recognized by theresidents as the recipient of the CassiusEllis Resident Teaching Award in 2003-2004, and the Arnold Gold Foundationfor Humanism and Excellence inTeaching in 2003.

The curricular changes that have takenplace under his direction have served as

Honors & Awards


Mary Hooks, MD

Jonathan D’Cunha, MD

Honors & Awards


a wonderful educational researchlaboratory, of which Dr. D’Cunha hastaken full advantage. He serves as amentor for students and residentsinterested in surgical education andresearch, and is currently working withone medical student and three surgicalresidents, including one current SERFfellow. His work has been presentednumerous times at the ASE AnnualMeeting and other forums, withnumerous peer-reviewed educational-related publications. His commitmentto surgical education at the Universityof Minnesota, along with that of two ofhis colleagues, has been recognized andhonored with an unrestrictedendowment to support surgicaleducation.

The impact that Dr. D’Cunha has hadon his trainees is profound:

“His passion for our educationand preparedness is greatlyappreciated. Taking this coursewas one of my most valuableexperiences in medical school.”

“This was the best, most thoughtfulcourse in medical school.”

“Dr. D’Cunha is a natural teacherwho leads by example.”

“He has taught me the foundationof everything that I need to know tobe a better doctor, a better teacher,and a better lifelong learner. Hehas affected my career profoundly.”

His ability to inspire is not limitedto medical students and residents.Following a recent Grand Roundsat his home institution, former ASEPresident Dr. Barry Mann receivedthis call from one of his facultymembers: “Dr. D’Cunha’s talkmade me realize that I’m notteaching enough, and I want to domore.”

1996

Kimberly Ephgrave, MD

William Rambo, MD

Michael Stone, MD

Gerald Zelenock, MD

1997

Karen Deveney, MD

John Millili, MD

Israel Penn, MD

1998

Christopher Baker, MD

Sean Harbison, MD

Barry Mann, MD

1999

James McCoy, MD

Philip Wolfson, MD

Mary Alice Helikson, MD

2000

Steven Evans, MD

Ernest Grable, MD

John R. Potts, III, MD

Thomas Berne, MD

2001

Lisa Coletti, MD

Virginia Eddy, MD

Arnis Freiberg, MD

Thomas Read, MD

2002

Thomas Lynch, MD

Keith N. Milliken, MD

Jay Prystowsky, MD

John Weigelt, MD

2003

Kenneth Burchard, MD

Andre Campbell, MD

Hilary Sanfey, MD

Anne Mancino, MD

2004

Robert Bower, MD

James McKinsey, MD

Philip Redlich, MD, PhD

Pamela Rowland, PhD

2005

Mary Klingensmith, MD

Andrew MacNeily, MD

John Mellinger, MD

Sherry Wren, MD

2006

Karen Brasel, MD

Myriam Curet, MD

Paul J. Schenarts, MD

David Soybel, MD

2007

Paul Belliveau, MD

Michael Cahalane, MD

D. Scott Lind, MD

Sarkis Meterissian, MD

Nancy Schindler, MD

2008

Paul Gauger, MD

Kimberly Lomis, MD

Ravi Sidhu, MD, MEd

Lorin Whittaker, Jr, MD

2009

Rebecca Minter, MD

Rebekah Naylor, MD

Barbara Pettitt, MD

2010

Christopher Brandt, MD

Julia Corcoran, MD

David Page, MD

Previous Winners of the Outstanding Teaching Award

Honors & Awards


Distinguished Educator AwardThe Distinguished Educator Award is given to an individual

who has demonstrated excellence as a master educator. In

addition

to recognized skills as an

excellent teacher, nominees for

this award have a portfolio with

clear documentation of

significant contributions in:

educational leadership,

curriculum development,

education research and

participation in national

education meetings, educational publications in peer review

journals, creation of innovative teaching programs and the

development of CME programs, educational software and/or

videotapes.

I remember the evening well. Several of my academic mentors werein the crowd, and I couldn't help but think that the award shouldhave been divided into many pieces so that it could be shared withthese individuals. In truth, the inaugural recipient should havebeen the Association itself! It has done more to promote educa-tional research and foster scholarship, than any individual. The ASE will forever be my roots, my place of fellowship, and my home.

– R I C H A R D R E Z N I C K , M D , M E D1996 DISTINGUISHED EDUCATOR AWARD WINNER

Previous Winners of the Distinguished Educator Award1996 – Richard Reznick, MD

1997 – Ajit Sachdeva, MD

1998 – Richard Schwartz, MD

1999 – Gary Dunnington, MD

2000 – Merril Dayton, MD

2001 – Debra DaRosa, PhD

2001 – Richard Dean, MD

2002 – Richard Spence, MD

2003 – Glenn Regehr, PhD

2004 – L.D. Britt, MD

2005 – Hollis Merrick, MD

2006 – Stephen Evans, MD

2 0 1 1 D I S T I N G U I S H E DE D U C A T O R

Karen Horvath, MDUniversity of Washington

Dr. Karen Horvath is a Professor ofSurgery and Director of ResidentEducation at the University ofWashington. She is a leader in medicaleducation both locally and nationally.Most, but not all, distinguishededucators are excellent teachers, andDr. Horvath is no exception. Herdedication to teaching has beenrecognized by election to the GoldHumanism Honor Society, and as a2008 recipient of the AAMC Parker J.Palmer Courage to Teach Award.

At the University of Washington, Dr.Horvath has been a member of theCurriculum Review Committee andhead of the Procedures Workshop. Asa member of the UW GME Committee,she was part of two separate taskforces looking at duty hours andfaculty evaluations, and served as theGME committee’s representative to aschool-wide coordinated qualityimprovement project. One of theinnovative products resulting from herwork on duty hours was a patentedsign-out system.

Karen is a leader in the APDS, havingserved on the Nominating Committeeand currently serving on the Board ofDirectors. She is on the ACSCommittee on the Forum onFundamental Surgical Problems,representing research in surgicaleducation.

One of Karen’s areas of particularexpertise is in the area of skillsdevelopment. She originated thetechnical skills curriculum at theUniversity of Washington, is involved

with the assessment of SAGES FLScurriculum, and has been involved inthe development of both didactic andtechnical skills modules for SCORE.She was a member of the APDS/ACSSurgical Simulation Curriculum ProjectSteering Committee.

In the areas of professionalism, dutyhours, surgical skills, and structuringof resident education, Karen hasnumerous presentations andpublications, both as first author andas primary mentor or senior author.

Leading Program Directors around thecountry have the following to sayabout Dr. Horvath:

“She is known for severalimportant contributions in thefield of professionalism. These arewidely recognized contributionsby Dr. Horvath in the field ofgraduate medical education.”

“She is highly respected andknown as an accomplished andinnovative educator who is anational leader in residencyeducation.”

“I would consider Dr. Horvath amaster educator.”

Honors & Awards


Karen Horvath, MD

Honors & Awards


Haemonetics Best Paper AwardsBeginning in 1991, a single podium presentation was selected

each year for this recognition. All of the members of the

Program Committee independently evaluate the quality of

both the presentation and the scientific rigor of the work.

This award is underwritten by an endowment from

Haemonetics Corporation. However, beginning in 2010, it was

decided to recognize the top three papers from the annual

meeting as “ASE Papers of Distinction.” The three 2011 ASE

Papers of Distinction follow.

2 0 1 1 A S E P A P E R S O F D I S T I N C T I O N

Objective Structured Assessment ofDebriefing (OSAD) in Surgery:Identifying and Quantifying BestPractice Sonal Arora1, Maria Ahmed1, John Paige2,Louise Hull1, Ramnarayan Paragi-Gujuraja2, Jane Runnacles1, Debra Nestel3,Ara Darzi1, Nick Sevdalis1, 1ImperialCollege, London UK, 2Louisiana StateUniversity Health Sciences Center, USA,3Gippsland Medical School, MonashUniversity, Australia

Introduction: Simulation-basedtraining is becoming an increasinglyaccepted method for surgeons toacquire their skills. A key componentof this is the debriefing session wheredeep learning is embedded. Howeverlittle research and resources areavailable to guide best practice,resulting in much variation. This studyaimed to identify the essentialcomponents of an effective debrief and

to use this to develop and validate atool for assessing the quality ofdebriefings in surgery.

Methods: Phase 1: A literature search ofthe Medline, Embase, PsycINFO andERIC databases identified the currentbest evidence on effective debriefing.Phase 2: Twenty-nine semi-structuredinterviews with Surgeons (n=14),Anesthesiologists (n=8) and Nurses (n=7)from 3 different centres across 3continents (UK, USA, Australia) using astandardised topic guide highlighted thecomponents of an effective debrief froman end-user perspective. Key componentsof an effective debrief from theseinterviews (identified using emergenttheme analysis) were combined withthose from the literature by an expertpanel to create the Objective StructuredAssessment of Debriefing (OSAD) tool.Phase 3: The tool was tested forfeasibility, reliability and validity by twoindependent raters who used it to ratedebriefings following 22 high-fidelitysimulations (scoring: min 8, max 40).

Sonal Arora, MD

Honors & Awards


Results: Phase 1 and 2: Thirty-fourreports on debriefing were retrievedfrom the literature. Key components ofan effective debrief identified fromthese reports and interviews were:approach to debriefing , establishing alearning environment, learnerengagement, reaction to theexperience, self- reflection, analysis ofevents, diagnosis of strengths andareas for improvement, and applicationof learning to clinical practice. Phase 3:The quality of debriefings as assessedby the OSAD tool were median 31.5(range 21-36). The tool was feasible,reliable (ICC=0.88), face and contentvalid.

Conclusion: OSAD provides anevidence-based approach to bestpractice in debriefing with significantinput from end-users from 3 differentcentres across the world. Byquantifying the quality of debriefings,OSAD has the potential to identifyareas for improving current practice soas to optimise learning duringsimulation.

The Surgeon’s Four-Phase Reactionto Error

Shelly Luu1, Lucas Murnaghan1, 2,Glenn Regehr3, Steven Gallinger4,Carol-anne Moulton1, 4, 1Wilson Centre,University Health Network, Toronto,Ontario, 2Hospital for Sick Children,Toronto, Ontario, 3Centre for HealthEducation Scholarship, University ofBritish Columbia, Vancouver, BritishColumbia, 4Department of Surgery,University of Toronto, Toronto, Ontario

Introduction: Adverse patient eventsare an inherent component of surgicalpractice but most surgeons areunprepared for the profoundpsychological reactions that theseevents evoke. This study exploredsurgeon’s reactions to these events inorder to develop a framework forunderstanding the cognitive andemotive responses involved with theseexperiences.

Methods: Semi-structured 60 minuteinterviews (CM) were conducted with12 surgeons to explore recollections oftheir reactions to major errors oradverse events using a constructivistgrounded theory approach. A prioripurposive sampling included surgeonsacross different gender, specialties, andexperience levels. Theoretical samplingwas used to explore emergent themes.Brief interviews were also conductedwith surgeons to capture theirexperiences with events (n=28) in real-time. A reflexive approach wasadopted throughout and samplingcontinued until major themes weresaturated.

Shelly Luu


Honors & Awards

Results: Participant surgeonsconsistently described feeling uniqueand alone in the depth of theirreactions to an adverse event.However, most experienced an equallyprofound reaction, and a consistent setof phases that included both cognitiveand emotive components. The initialphase involved a feeling of failure andself-doubt (“am I good enough?”). Inthe second phase the extent of thesurgeon’s contribution towards theevent was assessed (“was it my fault?”).During the third phase surgeonsinvoked coping strategies for dealingwith the event whilst continuing withdaily activities (“moving on”). Overtime, surgeons described undergoing afourth phase or process whereby theyincorporated their reactions into theirsense of self, reconstructing in apositive (or negative) way, their longterm identity as a surgeon.

Conclusions: Surgeons are moreconsistent in the depth and pattern oftheir reactions to adverse events thanthey imagine as they try to workthrough these experiences alone. Thedevelopment of a framework thatdescribes surgeon’s reactions toadverse events will help surgeonsunderstand their emotional andcognitive reactions during these times.This might enable surgeons to moreeffectively manage these experiencesand appropriately focus on their rolein the event. This, in turn, couldprovide better opportunities forlearning from these events.Incorporating this framework into thetraining curricula has obviouseducational benefit.

Utilization of a Cognitive TaskAnalysis for LaparoscopicAppendectomy to IdentifyDifferentiated IntraoperativeTeaching Objectives

Douglas S. Smink, MD, MPH1,2, SarahE. Peyre, EdD1,2,David I. Soybel, MD2,Ali Tavakkolizadeh, MD2, Ashley H.Vernon, MD2, Dimitri J. Anastakis, MD,MHPE3, 1Department of Surgery,Brigham and Women’s Hospital,Boston, MA, 2Neil and Elise WallaceSTRATUS Center for MedicalSimulation, Boston, MA, 3Division ofPlastic and Reconstructive Surgery,University of Toronto, Toronto, ON, CN

Background: Experts become automatedwhen performing surgery, making itdifficult to teach complex procedures totrainees. Cognitive task analysis (CTA)enables experts to articulate action stepsand cognitive decisions in complexprocedures such as laparoscopicappendectomy, which can then be used toidentify central teaching points.

Methods: Three local surgeon expertsin laparoscopic appendectomy wereinterviewed using critical decisionmethod-based CTA methodology.Interview transcripts were analyzedand cognitive demands tables (CDTs)were created for each expert. The threeCDTs were returned electronically toeach expert for review of completenessand then combined into a master CDT.Percent agreement on action steps andcognitive decisions was calculated foreach expert. The experts thenparticipated in a consensus meeting toreview the master CDT. Each surgeonexpert was asked to identify the mostimportant teaching objectives in themaster CDT for junior and senior levelresidents. The experts’ responses for

Douglas S. Smink, MD

Honors & Awards


1991 – Gary Dunnington, MDNeeds Assessment of How and WhatShould be Taught in the Operating Room.

1992 – Joelle Lescop, MDUse of a Large Scale OSCE in theQuebec Licensing Examination: WhatCan Surgical Educators Learn from theExperience?

1993 – Gary Dunnington, MDA Pilot Experience with Competency-based Clinical Skills Assessment in aSurgical Clerkship.

1994 – Margaret Dunn, MDThe Assessment of a Surgical PatternRecognition Examination.

1995 – Nancy Baxter, MDThe Choice of Surgery as a Career: TheImpact of Gender.

1996 – Carol Hutchison, MDThe Effectiveness of a FocusedTechnical Skills Training Course forFirst Year Surgical Residents.

1997 – Barry Mann, MDWhipple Origami: Use of a Paper-Cutas an Adjunct to Teaching the WhippleProcedure by Video.

1998 – Dimitri Anastakis, MDTransfer of Technical Skills Trainingfrom the Bench Model to the HumanModel.

1999 – Steven Fukuchi, MDThe Oncology Game: Teaching aMultidisciplinary Approach to CancerTreatment During Surgical Clerkshipvia an Interactive Board Game.

2000 – Lorelei Lingard, PhDTeam Communication in the OperatingRoom: An Observational Study of Sitesof Tension.

2000 – William Miles, MDAssessment of Residency Candidates:The Role of Blinded Interviews.

2000 – Daniel Scott, MDLaparoscopic Skills Training:Quantifying the Learning Curve.

2001 – Lorelei Lingard, PhDCommunicative Tension in theOperating Room: Team Members’Differing Perceptions of Sources,Characteristics, Effects andResolutions.

2001 – Barry Mann, MDGame-based Learning: A ComputerGame Format Enhances StudentUnderstanding of SurgicalManagement Algorithms.

2002 – Dimitri Anastakis, MDEvaluating the Effectiveness of a Two-year Curriculum in a Surgical SkillsCentre.

2003 – Laura Musselman, MDDo the Ends Justify the Means?Educational Rationalizations ofIntimidation and Harassment inSurgery.

2004 – Paul J. Schenarts, MDDoes Resident Continuity of CareMatter? The Effect of a Night-floatCoverage Scheme on Morbidity andMortality at a Regional Level 1 TraumaCenter.

2005 – Cordula Wetzel, Dipl-PsychThe Effect of Stress on SurgicalPerformance.

2006 – Sarkis Meterissian, MDIs the Script-Concordance Test a ValidInstrument for Assessment of Intra-operative Decision-making Skills?

2007 – Mario Leyba, MDThe Effect of Fatigue on Cognitive andPsychomotor Skills of SurgicalResidents.

2008 – Rishi BalkissoonLost in Translation: Unfolding MedicalStudents’ Misconceptions of How toPerform the Clinical Digital RectalExamination.

2009 - Melina Vassiliou, MD How Should We Establish the ClinicalCase Numbers Required to AchieveProficiency in Flexible Endoscopy?

2010 - Paul Gauger, MDIs Professionalism a Strictly LinearConstruct? Implications for Evaluationin Contemporary Surgical Residency

Carol-Anne Moulton, MDIs Professionalism a Strictly LinearConstruct? Implications for Evaluationin Contemporary Surgical Residency

Dimitrios Stefanidis MD, PhDSimulator Training to AutomaticityLeads to Improved Skill TransferCompared to Traditional Proficiency-based Training

Previous Best Paper Award Winners

Honors & Awards


junior and senior level residents werecompared using a chi-square test.

Results: The surgeon expertsidentified 24 action steps and 27cognitive decisions. 18 (75%) of the 24action steps were identified by all 3surgeon experts. The percentage ofaction steps identified was high foreach surgeon expert (96% for Surgeon1, 79% for Surgeon 2, and 83% forSurgeon 3). Of the 27 cognitivedecisions, only 5 (19%) were identifiedby all 3 surgeon experts. Thepercentage of cognitive decisionsidentified varied by surgeon expert(78% for Surgeon 1, 59% for Surgeon 2,and 48% for Surgeon 3). When askedto identify key teaching points, thesurgeon experts were more likely to

identify action steps for juniorresidents (9 action steps and 6cognitive decisions) and cognitivedecisions for senior residents (4 actionsteps and 13 cognitive decisions,p<0.01).

Conclusion: A cognitive task analysisdeconstructed the essential actionsteps and cognitive decisionsassociated with performing alaparoscopic appendectomy. Theseresults provided a framework toidentify key teaching principles toguide intraoperative instruction. Theselearning objectives could be used toprovide resident level-appropriateteaching of an essential generalsurgical procedure.

FROM THE FOUNDATION PRESIDENT C O N T I N U E D F R O M P A G E 7

support CESERT and SERF Programs. Members of the Foundation Board arecommitted to leading the way through their personal support and fund raising effortsfor which I am most appreciative. We thank our membership who responded to ourcampaign and respectfully request those who have not yet donated to pleaseparticipate. We would like to celebrate reaching our goal at next year’s meeting in SanDiego, California.

I am enthusiastic that our fundraising initiatives will insure that the ASE Foundationremains a leading supporter in surgical education research for our diverse andgrowing global membership.

Daniel T. Dempsey, MD, ASE Foundation President

Courses and Program Offerings


The J. Roland Folse Invited Lectureship in Surgical EducationIndividuals are invited to give this

lecture based on substantial

contributions in their field.

The 2011 lecturer was Brian Hodges,

MD, PhD, whose presentation was

entitled “Tea Steeping and i-Doc:

Models for Medical Education.”

Previous Folse Lecturers1994 – Walter Pories, MD

It’s Time We Trained Doctors for the Next Century, Not the Last One

1995 – Lawrence Weed, MDNew Premises and New Tools for Medical Education

1996 – Mark Roberts, PhDThe Future of Medical Education

1997 – Takeo Kanade, PhDRobotics and Computer-Assisted Medical Interventions: Opportunities and Issues

1998 – Ronald Tompkins, MDManaged Care and Surgical Education: Are They Compatible?

1999 – Glenn Steele, Jr, MD, PhDDeveloping Skills for Managing the Businessof Surgical Education

2000 – Atul Gawande, MDCreating the Educated Surgeon: Problems and Possibilities

2001 – Brian Castellani, PhDThe Development of Professionalism: Curriculum Matters

2002 – Halie Debas, MDSurgical Education: Trajectory of Concern

2003 – Edward Verrier, MDThe Use of Hybrid CD Internet-Based Curriculum in Surgical Education

2004 – Sherman HinesSeeing Beyond the Obvious

2005 – Harlan CobenWriting the Novel and How It Has Nothing To Do with Medicine

2006 – Sir Ara Darzi, MDTechnological Advances in Surgical Education

2007 – Leonard Marcus, PhDMeta-Leadership for Surgical Educators

2008 – Linda de Cossart, ChMSafer Patient Care: Attending to the InvisibleElements of Clinical Practice

2009 – Ara Tekian, PhD, MHPEEnhancing Patient Safety Through the Use of Simulation

2010 – Kevin Eva, PhDNew Directions in Trainee Selection

Brian Hodges, MD, PhD



Course for Clerkship Directors and Coordinators – Troubleshooting 101

This all-day workshop was offered during the ASEAnnual Meeting on Monday, March 21, 2010, inBoston, MA and was attended by 75+ clerkshipdirectors and coordinators. The Course Directorswere Ranjan Sudan, MD, Duke University andStephen Yang, MD, Johns Hopkins University.

Because directing and managing a basic surgicalclerkship and subinternship has significantlychanged through the years and continues toevolve, a needs assessment of clerkship directorswas conducted to determine the content of thisworkshop. A partial list of topics covered duringthe morning session included:

1. Why didn't I get honors?: Dealing withgrading issues, counseling, and remediation.

2. Can I have the day off?: How to handle thedifficult student with professionalism problems.

3. All I do is scut!: How to avoid abuse of themedical student and provide a meaningful expe-rience in and out of the operating room.

4. We hate the lecture series!: Understandingthe millennium generation and introducing a va-riety of teaching strategies.

5. The LCME is Coming!: Lessons learned, howto prepare for an LCME site visit, and potentialfuture changes.

In the afternoon, the Clerkship Directors had aseparate professional development session ontopics such as:

1. The Challenges of Running a ClerkshipAcross Different Sites: Discussion of issues inmeeting goals and objectives at different clerk-ship sites.

2. Formulating a Subinternship Curriculum:Preparing a fourth year curriculum for studentsinterested in surgery, including the sub-intern ro-tation and boot camp.

3. Mentoring Techniques: Surgery interestgroups and student career counseling: Descrip-tion of techniques to mentor students into sur-gery beginning in year one.

4. Faculty Career Counseling: Cashing in onYour Educational Credits for Promotion: Discus-sion on how to get credit for educational andteaching efforts, working on an educator’s portfo-lio, how to better prepare for promotion.

5. Curriculum Reform: Fighting for and Opti-mizing Your Clerkship Time: Presentation ofmodels for longitudinal clerkships.

Web Initiative for Surgical Education of MedicalDoctors

The Web Initiative for Surgical Education of MedicalDoctors (WISE-MD) project, available by subscrip-tion through MedU, provides a standardized, peer-reviewed, web-based educational experience formedical students. The goal of WISE-MD is to de-sign, construct and implement a cutting-edge pro-gram on the diagnosis and treatment of commonsurgically related diseases. It utilizes sound educa-tional theory and the latest instructional technolo-gies to produce a new standard in clinical medicaleducation. Leaders from the New York UniversitySchool of Medicine, the American College of Sur-geons and the Association for Surgical Educationare collaborating to develop 25 web-based modulesfor integration into surgical clerkship curriculathroughout North America and overseas.

The modules provide expert coaching regardingthe process of clinical reasoning, and then offerincreasingly independent opportunities to trans-fer this knowledge to new clinical cases. Thismodel strengthens what is undeniably essential



in clinical education – learning by doing – byproviding the framework to ensure that all stu-dents are prepared to most effectively learn fromfaculty while on the patient floors, in the operat-ing room, and in the classroom. Each multimediamodule uses extensive instructional videos, eye-catching graphics, and three-dimensional anima-tions, with experienced physicians on-cameraguiding the student from the first patient inter-view through to the physical examination, labora-tory and imaging studies, decision-makingdiscussion between the physician and patient,surgery, pathology, and post-operative visit. Coreinformation is presented in engaging and user-driven technologies. Additional information iseasily accessible for learners who want to ex-plore topics in more depth.

Self-assessment questions are now available for theAppendicitis, Colon Cancer, Cholecystitis, andTrauma modules. These are a series of multiplechoice, matching, category, and rank questions thatappear at the end of each section of the module. Agroup of “question writers” has been established tocreate self-assessment questions for the other mod-ules and edit questions before they are publishedfor use.

Reports are available for clerkship directors andcoordinators to track both module usage for theirstudents, as well as performance on self-assess-ment questions. Students are also able to keeptrack of their own progression through the mod-ules with individual reports.

PRODUCTION AND USAGE

• Fifteen modules are available online: AbdominalAortic Aneurysms, Adrenal Adenoma, AnorectalDisease, Appendicitis, Bowel Obstruction, BreastCancer, Burn Management, Carotid Stenosis,Cholecystitis, Colon Cancer, Diverticulitis, Her-nia, Skin Cancer, Thyroid Nodule and TraumaResuscitation.

• Seven modules are in the production stage:Bariatric Surgery and Obesity, Hypercalcemia,Lung Cancer, Pediatric: Hernia & Hydrocele, Pancreatitis, Pediatric: Pyloric Stenosis, and Venous Disease.

• 50 medical schools are currently subscribing to WISE-MD to enhance their surgical clerk-ship curricula.

•An Editorial Board of 16 nationally recognized surgical educators determine module content and select authors.

http://www.med-u.org

Barry Mann, MD, WISE-MD Board of Directors Co-Chair

Mary Ann Hopkins, MD, WISE-MD EditorialBoard Co-Chair for Production

Thomas Lynch, MD, WISE-MD Editorial Board Co-Chair for Assessment

ASE Financial Statement


Association for Surgical Education Statement of Financial Position

Year Ending June 30, 2011ASSETS

Cash and cash equivalents $299,516

Investments 75,997

Accounts receivable 84,786

TOTAL ASSETS $460,299

LIABILITIES $69,176

NET ASSETSUnrestricted 391,123

TOTAL LIABILITIES & UNRESTRICTED

NET ASSETS $460,299

Unaudited

Association for Surgical Education Statement of Revenue and Expenses

Year Ending June 30, 2011REVENUE

Meetings $143,277

Membership Dues $158,427

Clearinghouse Sales $1,407

Investment Income $602

Other Revenue $3,125

Interest Income $898

Unrealized Gain on Investments $19,497

TOTAL REVENUE $326,335

EXPENSES

Meetings $23,828

Committees $6,714

Publications $60,944

Administration $137,990

SERF $11,000

Foundation Transfer $20,470

TOTAL EXPENSES $260,946

CHANGE IN NET ASSETS$65,389

Net Assets, Beginning of Year $325,734

Net Assets, End of Year $391,123

Unaudited

ASE Foundation


Profile

The ASE Foundation is a 501-(c)-3 non-profit organization that

was established in 1993. The Foundation was established for

the purpose of raising funds to support ASE programs. The

Foundation’s fundraising efforts promote giving by members,

corporations and institutions. The Foundation presently

provides support for the Phillip J. Wolfson Teaching and

Distinguished Educator Awards, Annual Haemonetics Best

Paper Award, Center for Excellence in Surgical Education,

Research and Training (CESERT) Grants and Surgical Education

Research Fellowship (SERF) Program. The ASE Foundation is

governed by an independent Board of Directors.

ASE Foundation Board of Directors

OFFICERS

Chairman - Hollis Merrick, MD

President - Daniel Dempsey, MD

Vice-President - Donald Jacobs, MD

Secretary/Treasurer – Merril Dayton, MD

DIRECTORS

Armour Forse, MD

Gerald Fried, MD

Sean Harbison, MD

Mark Hochberg, MD

Gerald Isenberg, MD

Daniel Jones, MD

Susan Kepner, MEd

James Korndorffer, MD

Barry Mann, MD

Richard Reznick, MD, MEd

Donald Risucci, PhD

David Rogers, MD, MHPE

Hilary Sanfey, MD

Daniel Scott, MD

Ravi Sidhu, MD, MEd

Foundation Grants & Fellowships


Center for Excellence in Surgical Education, Research and Training GrantsThe Center for Excellence in Surgical Education, Research and

Training (CESERT) Grants Program was established in 1999. It

is competitive, peer-reviewed, and targets innovation intended

to enhance the effectiveness of surgical education and training.

The Grants Review Committee

consists of ASE and ASE

Foundation members, outside

experts and the Chair of the

ASE Educational Research

Committee. Applicants must

be members of the ASE, or if

members of another national

surgical organization, they must be mentored or endorsed by

ASE members. All grant dollars directly support educational

research, and the ASE and the ASE Foundation absorb all

administrative overhead costs associated with the program.

The impact of this program has been substantial resulting in

over 50 national and international presentations and

35 peer-reviewed publications.

Funding for surgical education is hard to come by….

As a young investigator, the CESERT grant program was critical tokick starting my research program and stimulating collaborationand mentorship. CESERT grants are truly unique in that they areoffered through an organization (Association for Surgical Education) with a vested interest in current and future direction of scholarship in surgical education…

– E T H A N G R O B E R M D , M E D



Recipients of CESERT Grantsn Deepak Dath, MD, HelenMacRae, MD, MA – Are AdvancedLaparoscopic Skills for SeniorResidents Learned in a ShortTraining Course and Transferred toOperations? ($24,821)

n George Velmahos, MD, PhD –Cognitive Task Analysis for TeachingTechnical Skills in an InanimateSurgical Skills Laboratory. ($41,280)

nHelen MacRae, MD, MA,MyleneWard, MD – How Accurate is Self-Assessment of Technical Skill, and DoesSelf-Assessment Improve by EvaluatingPeers’ Performance? ($22,139)

n Lorelei Lingard, PhD, RichardReznick, MD, MEd, Glenn Regehr,PhD, Sherry Espin, MEd, IsabellaDeVito, MD – Developing Research-based Video Cases to Teach Novicesto Recognize, Interpret, and ResolveTension in OR Team Communication:A Multidisciplinary EducationInitiative. ($30,427)

n Jeffrey Cadeddu, MD, DanielJones, MD, George Kondraske, PhD– Human Performance CapacityProfiles and Their Relationship toLaparoscopic Surgical Performance:Evaluation of Medical Students,Surgical Residents and StaffPhysicians. ($86,754)

n Debra DaRosa, PhD, DavidRogers, MD, Reed Williams, PhD,Linnea Hauge, PhD, HeatherSherman, MPH, Kenric Murayama,MD, Keith Millikan, MD, Alex Nagle,MD, Gary Dunnington, MD –Development and Evaluation of aModel for Teaching Surgical Skillsand Judgment. ($76,737)

n Kyle Wanzel, MD, DimitriAnastakis, MD, Stanley Hamstra,PhD, David Mikulis, MD, Mary-PatMcAndrews, PhD – Cortical

Mapping of Surgical Residents onTasks of Surgical Skills and MentalRotations. ($17,411)

n Reed Williams, PhD, CathySchwind, MS, Ross Silverman, JD,Gary Dunnington, MD, John Fortune,MD, John Sutyak, MD, Georges Azzie,MD, Robert Bower, MD, KarenHorvath, MD, John Potts III, MD, ErikVan Eaton, MD, Margaret Boehler, MS– A Study of Information Transferand Communication Practices AmongSurgeons When TransferringResponsibility for Patient Care.($75,103)

n Roger Kneebone, MD, PhD,Krishna Moorthy, MBBS, MS, DebraNestel, PhD, Charles Vincent, PhD,Jane Kidd, PhD, Sir Ara Darzi, MD,Cordula Wetzel, Dipl-Psych –Recognizing the AffectiveComponent within SurgicalLearning: A Safety-CentredIntervention. ($97,000)

n Tiffany Grunwald, MD, MSEd,Kali Luker, BA, Maura Sullivan, PhD,MSN, Sarah Peyre, MSEd, RandySherman, MD – The Use of aCognitive Task Analysis-BasedMultimedia Program to TeachSurgical Decision Making in FlexorTendon Repair. ($31,011)

n Sarkis Meterissian, MD, BernardCharlin, MD, PhD – Is the Script-Concordance Test a Valid Instrumentfor Assessment of Intra-operativeDecision Making Skills? ($20,100)

n Rebecca Minter, MD, PaulGauger, MD – Computer-AidedLaparoscopic Simulators for TrainingSurgical Residents. ($50,000)

n Alex Levin, MD, MartinMcKneally, MD, PhD, Ross Upshur,MD, MA, MSc – The Formal andInformal Curriculum in SurgicalResidency Bioethics Education.($35,708)

n Ravindar Sidhu, MD, MEd, RoseHatala, MD, MSC, Marc Broudo,George Pachev, MD, Eric Webber,MD, Gordon Page, MD –Determining the Utility of the Mini-Clinical Evaluation Exercise as aCompetency Assessment Tool ofSurgical Residents. ($34,033)

n Dimitrios Stefanidis, MD, PhD,B. Todd Heniford, MD, Mark W.Scerbo, PhD, Warren D. Smith, PhD,William Hope, MD, Ramon Berguer,MD, Daniel J. Scott, MD – ApplyingAutomaticity Theory to SimulatorTraining to Enhance OperativePerformance. ($30,720)

n Jeffrey Chipman, MD, ConnieSchmitz, PhD – Evaluating theReliability and Validity of the FamilyConference OSCE Across MultipleTraining Sites. ($28,508)

n David Rogers, MD, MHPE,Lorelei Lingard, PhD, Sherry Espin,PhD, Margaret Boehler, MSN, ReedWilliams, PhD – An Investigation ofIntra-operative Conflict Managementof Surgeons. ($33,739)

n D. Scott Lind, MD, Adeline M.Deladisma, MD, MPH – The Use of aVirtual Character-EnhancedSimulator to Teach and AssessBreast History and ExaminationSkills. ($75,567)

n Nick Sevdalis, PhD, RogerKneebone, MD, PhD, FernandoBello, PhD, Rajesh Aggarwal, MD –Stress Management Training forSurgeons: Developing a Simulation-based Intervention. ($50,000)

n Ethan Grober, MD, MEd, MichaelJewett, MD, - Validation of Real-time,Intra-operative, Surgical Competence(RISC) Assessments Linked toPatient Outcomes

n Amy Goldberg, MD, StressTraining for the Surgical Resident.($25,000)



Ethicon Endo-Surgery SurgicalEducation Research FellowshipThe Ethicon Endo-Surgery Surgical Education Research Fellowship

(SERF) Program is one of the Foundation’s most successful initiatives.

This one year home-site Fellowship is limited to 16 highly motivated

surgical educators with an original educational research project who

have met a competitive and rigorous

application and review process. Each

Fellow participates in a carefully

structured didactic educational program

that includes attendance of two

seminars and the SERF Forum and is

assigned an expert in the field of study

to serve as mentor/advisor. This

program is led by Kimberly Schenarts, PhD, an ASE Past-President.

Dr. Schenarts is joined by Rebecca Henry, PhD, Professor of Medical

Education, Michigan State University and Reed Williams, PhD,

Professor of Surgery, Southern Illinois University.

My participation in the SERF program was an outstanding opportunity

which most certainly shaped my future career. The sessions helped me in

acquiring further knowledge and fine-tune my skills in the realm of surgical

education research. It was a privilege to be surrounded by such experienced

instructors as well as an enthusiastic and inspiring group of peers. I worked

with a phenomenal adviser, with whom I will be honored to have an ongoing

relationship of collaboration and mentorship….. I am enormously appre-

ciative for having had this amazing opportunity, and I was sad to see it end.

– M A R A A N T O N O F F , M D

Fellow Advisor

Ana Berlin, MD................................................Anne Mosenthan, MD

Tulin Cil, MD, MEd ..............................................Nicole Roberts, PhD

A J Copeland, MD ..................................................P J Schenarts, MD

Nina Glass, MD ..................................................Amalia Cochran, MD

Akol Gupta, MD.........................................................John Paige, MD

Abdul Hakeem, MBBS ...........................................Hilary Sanfey, MD

Don Lesslie, DO .............................................James Korndorffer, MD

Anne Lidor, MD ....................................................Adnan Alseidi, MD

Fellow Advisor

David Lindsey, MD...................................................Barry Mann, MD

Blair Marshall, MD................................................Nick Sevdalis, PhD

Stacey Milan, MD ..................................Dimitris Stefanidis, MD, PhD

Lisa Schlitzkus, MD.........................................Pamela Rowland, PhD

Carly Seaberg, MD ..................................................Sarah Peyre, EdD

Jenny Swanson, MD ............................................Steven Kasten, MD

Julie Wynne, MD ................................................Donald Risucci, PhD

2011-2012 Surgical Education Research Fellows



SERF Graduatesn Mara Antonoff, MD -Competency-BasedPreparation of SeniorMedical Students forSurgical Internship:Impact upon Task-SpecificConfidence andCompetence

n Francis Christian, MD -The Humanities EducationScore (HES) – Descriptionof a New Scoring Systemfor the Humanities and itsValidation in the Educationof Medical Students andResidents

n John Falcone, MD -Utilizing Elements from anAcute Abdominal PainOSCE Leads to MoreStandardized Grading inthe Third Year MedicalStudent Surgical Clerkship

n Nell Maloney, MD - DoReligion andSocioeconomic FactorsInfluence Choice ofSurgical Career

n Benjamin Zendejas-Mummert, MD - CognitiveTask Analysis of theLaparscopic TEP InguinalHernia Repair: What doesit take to become anexpert?

n Julia Shelton, MD -Patient Safety in the Era ofthe 80- Hour Work Week

n Douglas Smink, MD -Utilization of a CognitiveTask Analysis forLaparoscopic Appen-dectomy to IdentifyDifferentiated Intra-operative TeachingObjectives

n Sonal Arora, MD -Assessment of Debriefingin High FidelitySimulation.

n Melissa Brunsvold, MD- Long-Term Retention ofLaparoscopic Skills: ASuperior Training Program.

n Nick Hamilton, MD -The Use of High-FidelitySimulation in TeachingPediatric TraumaResuscitation.

n Ted James, MD -Assessment of a SurgicalPatient Safety Curriculumfor Medical Students.

n Erica Mitchell, MD -Enhancing the EducationalValue of Morbidity &Mortality Conference.

n Dara O’Keeffe, MD -Assessment of basicsurgical tasks in thelaboratory setting is morediscriminatory than intra-operative assessment ofjunior residents’ technicalskills.

n Kyla Terhune, MD -Surgical ICU Acuity andVolume Compared toResident Workforce Beforeand After Duty HourRegulations.

n Rebecca Wiatrek, MD -What Do General SurgeryResidents Think AboutChildbearing andChildrearing DuringResidency?

n Andrew Wright, MD -Knowledge Assessment ofCentral VenousCatheterization: A Study of413 Residents and Fellows.

n Hannah Zimmerman,MD - Increased Interest inCardiothoracic Surgeryamong Medical Studentson the Surgery Clerkshipwith the Use of CaseBased Instruction.

n Alivia K. Cetas, MD –Axillary Node Surgery isCompromised by SentinelLymph Node Biopsy andResident Work HourRestrictions.

n Jeffrey Chipman, MD – AMulti-Institutional Study ofthe Family ConferenceOSCE: A ReliableAssessment ofProfessionalism andCommunication.

n Jeannette Capella, MD –Validation of a Trauma TeamPerformance ObservationTool.

n Joseph Iocono, MD – Useof a Middle Fidelity Model toTeach LaparoscopicPyloromyotomy.

n Debra Kuhls, MD –Anatomically-Based Surgeryfor Trauma (ABST): A PilotStudy to Teach SurgicalExposures.

n Alan Ladd, MD – EarlyOutcomes from a Pre-Internship SurgeryPreparatory Elective inMedical School.

n Tiffany Lasky, DO –Teaching Principles ofMechanical Ventilation toMedical Students Using Highand Low Fidelity Simulation.

n Rich Parent, MD – A PilotStudy of Simulation versusLecture for TrainingSurgical Residents inPerioperative Patient Safety.

n Mary Santos, MD –Morbidity and Mortality(M&M) Case Presentations:Measuring ResidentCompetency.

n Mohsen Shabahang, MD– Does Peer AssessmentContribute to the Evaluationof Professionalism andCommunications Among Medical Students?

n Rebecca McAlister, MD –Predictors of Obstetrics andGynecology (OBGYN)Career Choice AmongContemporary U.S. MedicalGraduates: Have TheyChanged Over time?

n Celeste Hollands, MD –Surgery Interest Groups andStudents’ Perception ofSurgical Lifestyle.



n Yolanda Becker, MD –Effect of Physician Assistantson Resident Education.

n Sherry Wren, MD –Application of a MinimumStandard: Does it Influencethe Performance of EliteMedical Students?

n Daniel Jones, MD –Videotrainers ImproveLaparoscopic OperativePerformance.

n Mary Klingensmith, MD– Is Education a ViableRoute to AcademicPromotion for WomenSurgeons?

n Kathryn Mendoza, PhD –Time Away From Work:What Do Surgical ResidentsDo?

n Christina Rehm, MD –Which Remedial ProgramsAre the Most Successful?

n Susan Steinemann, MD –Effect of a Novel Curriculumon Informed Consent forBedside Procedures.

n Paul Schenarts, MD – TheEffect of a Rotating Night-Float Coverage Scheme onPreventable and PotentiallyPresentable Morbidity at aLevel I Trauma Center.

n Vijay K. Maker, MD – TheGood Surgeon.

n Amalia Cochran, MD, MA –Mentoring and the SurgicalClerkship: Are We Havingan Impact?

n Daniel Birch, MD – ANeeds Assessment Study forUndergraduate Surgery inPreparation for CurriculumRevision.

n Anne Mancino, MD –Developing a SystematicApproach for Evaluation ofLecture Content.

n John Simenstad, MD –Teaching Clinical DecisionMaking in a ChangingHealth Care Market.

n John Millilli, MD – CanBayes Theorem be Adaptedto Provide Feedback onSurgeons’ OperativePerformance?

n David Rogers, MD –Computer Assisted Learningvs. a Lecture and FeedbackSeminar for Teaching BasicSurgical Technical Skills.

n Kristine Leeper, RN, MS– A Delphi Approach toDetermine MeasurableCriteria for Medical StudentEducation in Basic AsepticTechnique.

n Dan Poenaru, MD –Innovation in the SurgicalClerkship: Removing theRequirement for GeneralSurgery.

n Barry Mann, MD –Screening to the Converted:An Educational Interventionin Selected African-AmericanChurches Finds ParishionersWell Screened.

n Dorothy Andriole, MD –CommunicationApprehension: ClinicalClerkship Performance andSpecialty Choice.

n Myriam Curet, MD –University and Practice-Based Physicians’Perspectives on the Contentof a Surgical Curriculum.

n Sean Harbison, MD –Faculty and ResidentsOpinions Regarding theRole of Morbidity andMortality Conferences.

n Jay Prystowsky, MD –Construct Validity andInstruction Effectiveness of aVirtual Reality Model for I.V.Catheter Placement.

n Joel Teichman, MD –Urological NeedsAssessment for Primary CarePractice.

n Will Miles, MD –Evaluation of Blinded vs. Un-Blinded Interviews onRank Order of SurgicalResident Applicants: TwoInstitutions’ Analysis.

n Paul Dabrowski, MD –Residents’ Reported TraumaExperience vs. ActualExperience: An AccurateMeasure?

n Kimberly Nagy, MD –Evaluating the Experiencesof Medical StudentsCompleting an Elective in TraumaSurgery.

n Edward Y. Sako, MD –Factors InfluencingOutcome on the AmericanBoard of Surgery CertifyingExam.

n Patricia C. Bergen, MD– DocumentationCharacteristics of the HighRisk Resident.

Foundation Financial Statement


ASE Foundation Statement of Revenue and Expenses

Year Ending June 30, 2011

Unrestricted Temporarily Permanently TOTALRestricted Restricted

REVENUE

Contributions $16,527 $16,527

SERF Program $49,000 $49,000

Investment Income $157 $217 $374

Other Income $15,085 $40,629 $55,714

Unrealized Gain on Investments $15,765 $15,765

Net Assets Released from Restrictions $32,553 $(32553) $0

TOTAL REVENUE $129,087 $8,293 $137,380

EXPENSES

Program

SERF Program $49,000 $49,000

CESERT Grants $56,500 $56,500

Other Program Expenses $15,695 $15,695

Total Program Expenses $121,195 $121,195

Total Management and General Expenses $5,100 $5,100

TOTAL EXPENSES $126,295 $126,295

CHANGE IN NET ASSETS $2,792 $8,293 $11,085

Net Assets, Beginning of Year $118,016 $25,960 $50,000 $193,976

Net Assets, End of Year $120,810 $34,253 $50,000 $205,063

Unaudited

ASE Foundation Statement of Financial Position

Year Ending June 30, 2011

ASSETS


Investments $61,029

TOTAL CURRENT ASSETS $120,853

RESTRICTED ASSETS


TOTAL RESTRICTED ASSETS $205,106

LIABILITIES $43

NET ASSETS $195,749

Unrestricted net assets $120,810

Temporarily restricted $34,253

Permanently restricted $50,000

TOTAL NET ASSETS $205,063

TOTAL LIABILITIES AND NET ASSETS $205,106

Individuals$1000 and upDaniel DempseyDonald JacobsDaniel JonesThomas LynchHollis MerrickDavid RogersKimberly SchenartsP.J. SchenartsGerald Zelenock

$250 - $999Dimitri AnastakisLinda BarneyEdward ChahineAmalia CochranKimberly EphgraveVirginia FraserAmy GoldbergMark HochbergKaren HorvathBarry MannMyrian McAdamsRebecca MinterRichard PrinzJohn RectenwaldDonald RisucciHilary SanfeyJeannie SavasNancy SchindlerDaniel ScottHarvey SigmanDimitrios StefanidisMary Wells

$100 - $249Patricia BergenKaren BraselL. Michael BruntMerrill DaytonRebecca EvangelistaGerald FriedNancy GanttLoretto GlynnJames GregoryJames HebertJoseph IoconoGerald IsenbergSteven KatenJames KorndorfferE. James KruseJason LeesFred LuchetteDavid McCluskyAndreas MeierCarol-anne MoultonJohn MurnaghanDavid PageDavid ParrackPhilip RedlichMary SantosJeannie SavasDaniel ScottMohen ShabahangLelan SillinRichard SpenceSusan SteinemannRobyn StewartKathryn TchorzMelissa TimesKenneth Vick

Marlene WelchClifford Yaffe

$1 - $99Helen AmoriggiJames BittnerMaggie BoehlerJeanette CapellaGregory CherrJonathan D’CunhaJonathan FryerMary Ann HopkinsFernando JoglarSteven KastenGeorge MaischAnthony PanosLisa PattersonRhonda PeavyGustavo Stringel

CorporateEthicon Endo-Surgery, Inc.Covidien, Inc.

ASE Foundation Donors


The ASE Foundation relies on gifts from individuals,

corporations and institutions to support its surgical education

programs. The ASE Foundation gratefully acknowledges these

gifts given during the most recent fiscal year ( July 1, 2010 -

June 30, 2011).



ASE FOUNDATION –CUMULATIVEDONATIONS July 1, 2006- June 30,2011The ASE Foundationwould like to thank themembers of theAssociation for SurgicalEducation f or theirgenerous support.

Platinum CircleOver $5000 Donald JacobsThomas LynchDavid Rogers

Gold Circle$2000-$4999Myriam CuretDaniel DempseyVirginia FraserNicholas LangBarry MannHollis MerrickKatherine and Frank PriceHilary SanfeyP.J. and KimberlySchenartsMary WellsGerald Zelenock

Silver Circle$500-$1999Dimitri AnastakisLinda Barney

Karen BormanAlfred ChahineAmy CochranMerril DaytonSerge DubeGary DunningtonNabil EbraheimKimberly EphgraveScott EngumPaul GaugerBruce GewertzAmy GoldbergMichael GoldfarbJames HebertMark HochbergMary HooksKaren HorvathGerald IsenbergDaniel JonesSusan KaiserAlan LaddFred LuchetteMyrian McAdamsRebecca MinterJohn MurnaghanRichard PrinzCarla PughJohn RectenwaldRichard ReznickThomas RilesDonald RisucciAjit SachdevaJeannie SavasDaniel ScottHarvey Sigman

Richard SpenceDimitrios StefanidisSusan SteinemannUniversity of ToledoRichard WaitWarren WidmannClifford Yaffe

Bronze$1 - $499Robert Acton Roxie AlbrechtHelen Amoriggi John Armstrong Frank Baciewicz Linda Barney Yolanda Becker Patricia Bergen Juliane Bingener-Casey James BittnerMaggie Boehler John B. BohnenBowling, WilliamChristopher Brandt Karen BraselMichael Brunt Marh Burda Michael CahalaneJeanette CapellaGregory CherrNicholas and Pamela CoeCarol CohenArthur CooperJulia CorcoranDebra DaRosaClaudia Davis

ASE FOUNDATION – CUMULATIVE DONATIONS

July 1, 2006- June 30,2011

The ASE Foundation would like to thank the members of

the Association for Surgical Education f or their generous

support.

Jonathan D’CunhaMarc DeMoyaClaude DeschampsCelia DivinoVirginia EddyElango EdhayanJill EndresRebecca EvangelistaArmour ForseGerald FriedJonathan FryerNancy GanttLoretto GlynnConstantine GodellasSteven GoldinJon GouldFrederick GreeneJames GregoryEthan GroverStan HamstraMark HardyAlden HarkenLinnea HaugeJohn HealeyJonathan HiattMary Ann HopkinsHulbert HueblPaul HuffstutterWilliam HulbertJoseph IoconoMark JensenFernando JoglarSamir JohnaSteven KastenMary KlingensmithJames Korndorffer, Jr.Thomas KrummelE. James KruseDeborah KuhlsJason LeesChristie LeglerDavid LevienZachary LewisKeith Lillemoe

D. Scott LindGeorge MaischDavid McCluskyPatrick McGreevyAndreas MeierJohn MellingerGrace MoralesCarol-anne MoultonVincent MuscarellaRobert NesbitMichael NussbaumNicholas OsbourneAnthony PanosSteven ParksDavid ParrackLisa PattersonRhonda PeavyBarb PettittDiane PoskusPeter PricePhilip RedlichKendall ReedH. David ReinesAnne RizzoAndrew RogersJoel RosenfeldPamela RowlandJames RucinskiMary SantosKimberly SanziJohn SavinoNancy SchindlerConstance SchmitzCathy SchwindNeal SeymourMohsen ShabahangLelan SillianElliott SilvermanRobert SminkGregory SmithNorman SnowKaren SpencerRobyn StewartMichael Stone

Gustavo StringelRanjan SudanMaura SullivanGlenn tallboyKathryn TchorzMelissa TimesRobert TurkUAB The Kirklin ClinicJeffrey UppermanKenneth VickTravis WebbMichael WeinsteinMarlene WelchCheryl WesenLorin Whittaker, Jr.Julie WynneKhaled Zreik



From the President


FROM THE PRESIDENTC O N T I N U E D F R OM PA G E 5

A new interest group, MERG (Multi-institutionalEducational Research Group) has been formed.In the capable hands of Amalia Cochran, JohnMellinger, Dimitrios Stefanidis, Maura Sullivan,Nick Sevdalis and Roy Phitayakorn, this coredevelopment group will assist investigatorsinterested in participating in and initiatingcollaborative research. Long range goals includethe development of resources and infrastructureto enhance opportunities for competitive fundingand facilitation of multi-site educational researchprojects. An open forum will be offered duringthe ASE workshop segment in San Diego for allinterested members.

In these challenging economic times, we areacutely aware of the need for development fundsto support the work of surgical educators andresearchers. We extend our gratitude to Covidienfor their generous support of two CESERT grantsfor the current funding cycle and to EthiconEndo-Surgery for their continued support of theSERF program, now entering its 17th year. Underthe current leadership of Kim Schenarts, and pastleadership of Don Riscucci and Debra DaRosa,and with countless faculty mentors, the SurgicalEducation Research Fellowship continues to be anASE premier program. This coming year theResearch Methodology course, through the effortsof Stan Hamstra and Ravi Sidhu, will be combinedwith SERF to maximize exposure and preparationfor SERF participants and allow others to gainfrom this educational opportunity as well.

I extend my deepest gratitude to each committeechair and ASE member for your dedication andvolunteer service to create this community oflearning, sharing and discovery. Please take amoment to read more in depth reporting ofcommittee accomplishments and plansthroughout this report. Committees are diligentlyworking on focused literature reviews and whitepapers on key educational issues.

We continue to search for avenues to attract newmembers and develop technology outreach to

extend the many membership benefits tointernational colleagues. We are seeking toexpand our membership to include collaboratorsin education, simulation, human factors research,physician assistants and other surgical specialties.The association is now on Facebook. We havebeen channeling timely topics to friends andmembers. Become a friend today.https://www.facebook.com/pages/Association-for-Surgical-Education/248915695131736

I remain awestruck at the willingness of ourmembers to find yet another few minutes in theirday to make the ASE the premier organization forsurgical education. I often stand at the scrub sinkand reflect on the incredible privilege affordedsurgeons to integrate heart and mind and handsin the service of our patients. Likewise, weshepherd our eager trainees through the gruelingprocess while preserving the singular focus ofbettering humankind one patient at a time andcontributing to the surgical science that will leadthose advancements. We strive to be betterteachers and more skillful learners by integratingstate of the art technology. Our strategic plan hasbeen a much needed framework upon which wehave advanced the mission and vision of the ASEwith well-defined objective outcome measures. Iwant to thank Tom Lynch for his tenacity as wefocused our efforts on key strategic priorities.

Our strategic plan, like the ASE, was built on thefoundation of mutual respect and a culture of forwardthinkers. We appreciate this living document that canbend with the forces of change and yet support ourcore mission and values. A more in depth update onthe progress of strategic implementation can befound later in this annual report.

Despite the numerous challenges we face, theAssociation for Surgical Education remains awelcoming community of dedicated scholars,educators and innovators. We encourage yourinvolvement. Continue to invest in the future ofsurgical education.

Linda M. Barney, MDASE President

2010 ASE Strategic Plan – Status of Implementation


INITIATIVE OUTCOME MEASURE RESPONSIBLE PERCENT COMPLETED

1.1.1.1 Reevaluate annualprogram format to increasemember participation andbenefit

Increase number of podiumpesentations/ meeting

Identify innovative ormats toincrease opportunities formember participation in annualmeeting

Program Chairand Committee

Program Chairand Committee

100%

1.1.1.4 Develop program tofacilitate faculty and careeradvancement

Complete needs assessment andoutline of program; develop feestructure

Implement and present programat Education Week

Grow and expandprogram reaching to DepartmentChairs for candidates

FacultyDevelopment

FacultyDevelopment

FacultyDevelopment

25%

25%

50%

1.1.2.1 Develop collaborativerelationships with the ACS

Completed ACS/ASE MedicalStudent Curriculum in Simulation

Develop Faculty ‘Train the TrainerCourse’ for ACS/ ASE MedicalStudent Curriculum in Simulation

Present Simulation andEducational Research Programswithin the Postgraduate Programformat of the ACS

SimulationCommittee

SimulationCommittee

Simulation andEducationalResearchCommittees

75%

100%

1.1.1.2 Expand teaching awardsand recognition opportunities

Increase the number of newawards for recognizingexcellence in surgical educationscholarship

AwardsCommittee

100%

1.1.1.3 Innovative use of journal affiliation

New Journal agreement to allowfor greater availability of ASEmember materials

Recorder andPresident

50%

1.2.1 Further develop andtransform CESERT

Research funding is aligned withASE priorities

Implement Request for Proposals(RFP) aligned with ASE priorities

Grow the endowment to support4 CESERT grants/year

President (ASEExec to make rec.to ASEF)

Grant Rev. Comm.to manage RFP

President (ASEExec to make rec.to ASEF)

75%

50%

25%



INITIATIVE OUTCOME MEASURE RESPONSIBLE PERCENT COMPLETEDINITIATIVE OUTCOME MEASURE RESPONSIBLE PERCENT COMPLETED

1.2.3 Coordinate and Developthe Educational ResearchCurriculum

Inventory of available products

Integrate elements into a newmodular Curriculum Product

Explore potential for on-line/distance version ofEducational Research Curriculum

ResearchCommittee

ResearchCommittee

ResearchCommittee

50%

50%

25%

1.2.2 Further develop andtransform SERF

Explore potential for on-line/distance version of SERF orcomponents

Develop an on-line / distancelearning version of SERF

Evaluate target audience forSERF and determine if there is aneed to focus on specific targetgroups such as residents

Expand program

Increase profit margin

SERF ProgramDirector

SERF ProgramDirector and ITCommittee




25%

25%

25%

50%

See 1.1.2.1 Develop collaborativerelationships with the ACS 100%

1.3.2 Develop webinar, distance-based opportunities

Potential areas for developmentof distance based curriculum

IT Committee,CurriculumCommittee

50%

2.1.1.1 Develop ASE designationof excellence in surgicaleducation

Develop criteria for designationand proposed metrics of success

Exec. Comm;Presidential adhoc committee

50%

1.3.1 Complete a needsassessment/white paperevaluating the potential forstudies in the area of patientsafety, quality and changingmedical curriculum

Publishable papers, creation ofnew committees, establish ASEexperts in this area.

Ad hoc comm.chaired byPresident: Grad.Med. Ed. Comm.;Curric. Comm,;Fac. Dev. Comm.




2.1.1.2 Develop line of new ASEbranding products

Identify manufacturer anddevelop product line (e.g.ties/lapel pins, etc.)

Develop web -based sales model;track revenues as separate lineitem in financial statements

Membershipcommittee, ASEF, ED

Membershipcommittee, ASEF, ED

75%

50%

2.2.1.1 Develop financial policies

Develop financial policies whichaddress resource allocation andwhich incorporate strategicfunding priorities; outline processby which ASE will fund projects

Each new project must haveapplication filled out, answeringthe question whether it relates tostrategic priorities

ED

ExecutiveCommittee

100%

100%

2.1.1.3 Charge for pre-meetingworkshops; researchdevelopment

Track profits and number ofpeople attending; business planput forward by the committeewho takes on these issues

Committees 75%

2.2.2.2 Financial communicationsstrategy

Communicate financial policiesto membership and BODregularly

ED 100%

2.3.2 Clarity to increaseawareness of ASE Foundationpriorities and structure

Executive Director to articulatethis message to the BOD.

ED 100%

3.1.1. Strengthen relationshipwith ACS and APDS regardingSimulation curriculum

Expand programs with ACS and APDS

President 100%

2.3.3 ASEF Strategic PlanningProcess

Recommend that the ASE Foundation develop aStrategic Plan

ASEF Presidentand BOD

2.3.1 ASE and ASEF Presidentswill have agreement overfundraising priorities atbeginning of each year

Annual meeting to review theStrategic Priorities for bothgroups.

ASE and ASEFPresidents 100%

2.2.2.3 Governance ReviewEstablish governance review taskforce with clearly articulatedgoals and deliverables

ExecutiveCommittee




3.1.2. Increase ASE participationin SAGES and market ASEeducational programs to SAGES.

ASE representation on SAGESprogram

Host an FLS course at ASEmeeting.

Increase membership by 25/yearfrom SAGES.

ExecutivePresident

Clinical SimulationComm.

MembershipCommittee

100%

50%

3.1.3 Political analysisAAMC,LCME, IOM

Understand organizationalmodel, scope of influence, andvalue and process of membership

ED 100%

3.2.1. Explore new membershipbase (e.g., scientist and engineers,outcomes researchers)

Initiate contact with potentialmembers

MembershipCommittee 75%

3.2.2. Inventory of internationalgroups and expand membershipdiversity

Identification of target potentialmembers

MembershipCommittee 75%

Association for Surgical EducationP.O. Box 19655Springfield, IL 62794-9655

Non-Profit Org.U.S. Postage

P A I DSpringfield, IL

Permit No. 137

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Association for Surgical Education€¦ · The ASE and ACS, under the leadership of Dan Jones and...

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