Surgical Technology
Educators Program
S.T.E.P.
EDLD 5317 Resources for Digital Environments
In this course, the focus is clear: learning comes first. Technology is not the driver, but the support system is used intentionally to enhance instruction and empower both educators and students. By prioritizing learning outcomes, we ensure that digital tools are selected and implemented with purpose, creating more effective, engaging, and student-centered environments.
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This philosophy directly aligns with my innovation plan, which addresses the urgent need for formal educator training for Certified Surgical Technologists (CSTs) transitioning into academic roles. As part of this initiative, I am designing a structured, technology-enhanced professional development program that equips new educators with the tools, confidence, and pedagogical skills they need to succeed.
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Through this course, I am exploring and integrating digital resources such as learning management systems, collaborative platforms, and assessment tools that will be embedded into the training framework. These tools will not only support the educator’s learning experience but model best practices in educational technology, ensuring that learning is enhanced, not hindered, by the tools we choose to use.
Publication Outline
This outline supports my article Bridging the Gap, which addresses the lack of formal educator training for surgical technology instructors. It connects to my innovation plan by proposing a structured, tech-supported professional development program to improve educator readiness, student outcomes, and program stability in allied health education.
ROUGH DRAFT - Bridging the Gap: Structured Training and Mentorship for Surgical Technology Educators
This journal article addresses the critical need for formal onboarding and professional development programs for surgical technology educators, particularly new program directors transitioning from clinical practice into academic roles. Grounded in action research and supported by current literature, the article presents a structured, module-based training and mentorship initiative designed to reduce turnover, improve educator confidence, and enhance student outcomes. Practical tools, implementation timelines, and digital resources are included to support replication across allied health programs.
Bridging the Gap in Surgical Technology Education
Across the nation, surgical technology programs face an alarming 30% turnover rate among program directors (Bailey-Byers, 2024). Many Certified Surgical Technologists are propelled into academic leadership without formal educator training, leading to burnout, poor program outcomes, and accreditation challenges.
My innovation plan proposes a structured, module-based training and mentorship program specifically designed for new surgical technology educators. Grounded in adult learning theory (Knowles, 1984), growth mindset principles (Dweck, 2006), and evidence-based practices, this initiative includes:
- A competency-driven online training platform
- Integration of LMS-based modules and digital assessments
- A sustainable mentorship model
- Ongoing program evaluation through retention data, satisfaction surveys, and competency metrics (Shiri, 2023; Rusilowati, 2020; Lee, 2023)
This initiative empowers educators transitioning from the OR to academia, enhancing leadership readiness, program stability, and student success.
​🎥 Watch the video above to learn more about how this innovation can redefine success in surgical technology education.
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​ References
Bailey-Byers, C. (2024, October 18). Trends in surgical technology program director turnover. Journal of Health Professions Education, 19(3). https://doi.org/10.xxxx
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.
Lee, J. (2023). Development and validation of teaching competency self-assessment tool. Korean Association for Learner- Centered Curriculum and Instruction, 23(10), 643–659. https://doi.org/10.22251/jlcci.2023.23.10.643
Rusilowati, U., & [co-author]. (2020). Effect of competence and career development on turnover and its impact on productivity. Jurnal Manajemen, 24, 59–73. https://doi.org/10.xxxx
Shiri, R., & El-Marsafawy, T. (2023). The role of continuing professional training or development in maintaining current employment: A systematic review. Healthcare, 11(21). https://doi.org/10.xxxx
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Project Name
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