My Passion: Students, Education, And Surgery

My Passion: Supporting the Next Generation of Surgical Technology Educators

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Have you ever had a career choose you? Many people in education knew from a young age that they wanted to be teachers. That wasn’t my path. I originally had my sights set on becoming a graphic designer, yet I found myself in surgery as a Certified Surgical Technologist (CST) for fifteen years. My passion has always been surgery: the precision, the teamwork, and the constant evolution of technology. Working in the operating room requires dedication, adaptability, and a deep commitment to patient care. However, an unexpected yet deeply fulfilling role came with the job: training new surgical technology students and mentoring incoming employees. Watching them scrub in for the first time and step into the surgical team was a rewarding experience that planted the seed for my next career move.

Like many surgical technology educators, I didn’t set out to teach; I stepped into the role with no formal training in education, just experience from years in the OR. In 2016, I was given an incredible opportunity to transition from clinical practice to education when I became the Program Director of Surgical Technology at Angelina College. The shift from expert practitioner to educator was dramatic, and overnight, I was responsible for shaping the next generation of surgical technologists. However, I quickly realized that passion alone wasn’t enough; teaching requires a different set of skills.

The Reality of Surgical Technology Education

Most surgical technology educators, including program directors, didactic instructors, lab instructors, and clinical coordinators, enter education directly from the operating room without formal training in teaching methodologies, curriculum design, or accreditation requirements. The skills that make a great CST don’t automatically translate into effective teaching strategies, and many new educators struggle to bridge the gap between hands-on experience and structured instruction. There is no formalized training program for surgical technology educators, and the learning curve can be steep.

I personally experienced these challenges in my first year as an educator. Without a structured framework to guide me, I defaulted to traditional teaching methods such as lectures, PowerPoints, and textbook-driven instruction. Students were disengaged, and learning outcomes were inconsistent, and I knew there had to be a better way. However, with the demands of running a program as a one-person show, implementing change was a daunting task.

When I attended my first Association of Surgical Technologists Educators Conference, I connected with other program directors facing the same struggles. The lack of standardized educator training was a common concern, and it became clear that the issue wasn’t just personal; it was systemic. The high turnover rate of surgical technology educators (25%) is largely due to the overwhelming demands placed on individuals who have no structured onboarding or formal education training. This realization led to the creation of the Surgical Technology Educators Program (STEP).

The STEP Initiative: Creating a Pathway for New Educators

In collaboration with another program director, John Hadley, we are developing the Surgical Technology Educators Program (STEP), a module-based learning curriculum designed to support new educators transitioning from the OR to the classroom. This program addresses the critical gaps in training by providing structured learning modules focused on:

• Curriculum Development – Understanding lesson planning, learning outcomes, and instructional design

• Teaching Methodologies – Active learning strategies, student engagement techniques, and blended learning approaches

• Accreditation & Compliance – Navigating ARC/STSA and CAAHEP standards, site visits, and reporting requirements

• Assessment & Evaluation – Measuring student success, exam development, and clinical performance tracking

• Classroom & Lab Management – Strategies for balancing didactic instruction, lab skills, and clinical coordination

Our goal is to equip new educators with the knowledge, tools, and confidence to transition smoothly into their roles, ensuring higher retention rates, improved program outcomes, and a more effective learning experience for students. The lack of formalized educator training should not be a barrier to success, and STEP aims to provide the guidance, mentorship, and resources that are currently missing in surgical technology education.

The Future of Surgical Technology Education

Education has become my passion, not just for students but for the educators who shape the future of the profession. Through our work in STEP, our goal is to create a structured, supportive environment for new educators, just as I strive to create for my students. Teaching surgical technology shouldn’t be a trial by fire, and with the right resources, mentorship, and training, we can ensure that new educators are set up for success, which, in turn, means better-prepared surgical technologists entering the workforce.

Surgical technology education is evolving, and as educators, we must evolve with it. Technology, innovation, and collaboration are key to shaping the future of our profession. STEP is just the beginning. My hope is that it will lead to lasting, systemic change, ensuring that surgical technology educators receive the training and support they need to thrive. Because when educators are empowered, students succeed and ultimately, patient care improves.