Skip to main content
SpringerLink
Log in

SAGES framework for Continuing Professional Development (CPD) courses for practicing surgeons: the new SAGES course endorsement system

  • SAGES Official Publication
  • Published:
Surgical Endoscopy Aims and scope Submit manuscript

The primary purpose of this framework is to ensure safe and high-quality patient care.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Adapted from Kern et al. [8]

Fig. 2

Adapted from Miller [11] and Mehay [12]

Notes

  1. ADDIE (Analysis, Design, Development, Implementation, and Evaluation).

References

  1. Cheifetz RE, Phang PT (2006) Evaluating learning and knowledge retention after a continuing medical education course on total mesorectal excision for surgeons. Am J Surg 191:687–690

    Article  PubMed  Google Scholar 

  2. Overby DW, Apelgren KN, Richardson W, Fanelli R (2010) SAGES guidelines for the clinical application of laparoscopic biliary tract surgery. Surg Endosc 24(10):2368–2386

    Article  PubMed  Google Scholar 

  3. Rogers DA, Elstein AS, Bordage G (2001) Improving continuing medical education for surgical techniques: applying the lessons learned in the first decade of minimal access surgery. Ann Surg 2001(233):159–166

    Article  Google Scholar 

  4. Sachdeva AK, Russell TR (2007) Safe introduction of new procedures and emerging technologies in surgery: education, credentialing, and privileging. Surg Clin N Am 87:853–866

    Article  PubMed  Google Scholar 

  5. Sachdeva AK (2005) Acquiring skills in new procedures and technology: the challenge and the opportunity. Arch Surg 140:387–389

    Article  PubMed  Google Scholar 

  6. Pearl J, Fellinger E, Dunkin B, Pauli E, Trus T, Marks J, Fanelli R, Meara M, Stefanidis D, Richardson W (2016) Guidelines for privileging and credentialing physicians in gastrointestinal endoscopy. Surg Endosc 30(8):3184–3190

    Article  PubMed  Google Scholar 

  7. Grafinger DJ (1988) Basics of instructional systems development. American Society for Training and Development, Alexandria

    Google Scholar 

  8. Kern DE (1998) Curriculum development for medical education: a six-step approach. JHU Press, Baltimore

    Google Scholar 

  9. Rosser JC et al (2001) Telementoring and teleproctoring. World J Surg 25:1438–1448

    Article  PubMed  Google Scholar 

  10. Moore DE, Green JS, Gallis HA (2009) Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities. J Contin Educ Health Prof 29(1):1–5

    Article  PubMed  Google Scholar 

  11. Miller GE (1990) The assessment of clinical skills/competence/performance. Acad Med 65(9):S63–S67

    Article  CAS  PubMed  Google Scholar 

  12. Mehay R (ed) (2012) The essential handbook for GP training and education. Radcliffe Publishing, London

    Google Scholar 

  13. Eva KW, Regehr G (2008) “I’ll never play professional football” and other fallacies of self-assessment. J Contin Educ Health Prof 28(1):14–19

    Article  PubMed  Google Scholar 

  14. Ghaderi I, Manji F, Park YS, Juul D, Ott M, Harris I, Farrell TM (2015) Technical skills assessment toolbox: a review using the unitary framework of validity. Ann Surg 261(2):251–262

    Article  PubMed  Google Scholar 

  15. Peck C, McCall M, McLaren B, Rotem T (2000) Continuing medical evaluation and continuing professional development: international comparisons. BMJ 320(7232):432

    Article  CAS  PubMed  PubMed Central  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Surgery, University of Arizona, 1501 N. Campbell Avenue, PO Box 245066, Tucson, AZ, USA

    Iman Ghaderi

  2. SAGES Continuing Education Committee, 11300 West Olympic Blvd., Suite 600, Los Angeles, CA, 90064, USA

    Michael Fu

  3. University of North Carolina, Chapel Hill, NC, USA

    Erin Schwarz & Timothy M. Farrell

  4. LSU Health New Orleans Health Sciences Center, New Orleans, LA, USA

    John Paige

Authors
  1. Iman Ghaderi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Michael Fu
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Erin Schwarz
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Timothy M. Farrell
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. John Paige
    View author publications

    You can also search for this author in PubMed Google Scholar

Consortia

On behalf of the SAGES Continuing Education Committee

Corresponding authors

Correspondence to Iman Ghaderi or Timothy M. Farrell.

Ethics declarations

Disclosures

John Paige, MD receives royalties as Co-Editor from Oxford University Press, Lead Faculty Team Training Grant from HRSA, Co-PI Software Development from LSU Board of Regents LIFT2, PI Assessment Tool Development from SGEA, and PI Wound Healing from ACell, Inc. Iman Ghaderi MD, Erin Schwarz, Michael Fu, and Timothy M Farrell MD have no conflicts of interest or financial ties to disclose.

Additional information

This is a revision of SAGES publication #18 printed Jan 1994, revised Apr 1998, June 2003, July 2010, and June 2016.

Appendices

Appendix A

Definitions

Some of the terms used in this document were carefully selected to indicate the specific meaning and relative weight attached to each statement. These terms are used in an educational context, not used for strict legal interpretation.

Continuing Professional Development (CPD) is the process by which health professionals keep updated to meet the needs of patients, the health service, and their own professional development. It includes the continuous acquisition of new knowledge, skills, and attitudes to enable competent practice.

Continuing Medical Education (CME) consists of educational activities which serve to maintain, develop, or increase the knowledge, skills, and professional performance and relationships that a physician uses to provide services for patients, the public, or the profession. The content of CME is that body of knowledge and skills generally recognized and accepted by the profession as within the basic medical sciences, the discipline of clinical medicine, and the provision of health care to the public.

We preferably use the term CPD since these types of activities promote positive changes in practice [15].

Residency surgical education assumes completion of a formal, recognized training program, such as an Accreditation Council for Graduate Medical Education (ACGME) or Royal College of Physicians and Surgeons of Canada Accredited surgical residency training program in surgery.

Post-residency education: coursework which is separate from formal residency or fellowship programs. While directed at the board certified surgeon, residents or fellows in training will often participate in such coursework.

Must or shall: indicates a mandatory or indispensable recommendation.

Should: indicates a highly desirable recommendation.

May or could: indicates an optional recommendation; alternatives may be appropriate.

Declarative knowledge (knows): the degree to which participants state what the continuing medical education (CME) activity intended them to know.

Procedural knowledge (knows how): the degree to which participants state what the CME activity intended them to know.

Competence (shows how): the degree to which participants state how to do what the CME activity intended them to know how to do (observation in educational setting).

Performance (does): the degree to which participants do what the CME activity intended them to be able to do in their practices (observation in clinical setting).

Patient health: the degree to which the health status of patients improves due to changes in the practice behavior of participants after the CPD activity (Outcomes in clinical setting).

Credentials: documents provided following successful completion of a period of education or training.

Clinical privileges: authorization by a local institution (usually an accredited hospital) to perform a particular procedure.

Pre-test: a quantifiable examination of a trainee level of clinical knowledge and/or operative skills prior to commencing a training course.

Post-test: a quantifiable examination of a trainee level of clinical knowledge and/or operative skills upon completion of a training course.

Investigational procedure: a procedure is considered investigational if (1) it has not been substantially accepted into general clinical practice, (2) it has not been critically assessed in peer-reviewed medical literature, and/or (3) it has not been presented and discussed at suitable scientific meetings. Alternatively, a procedure is not investigational if sufficient studies are available to prove its efficacy and safety or if it has already been accepted into general clinical practice without existing rigorous scientific study.

Surgical progress would be impeded if every logical surgical innovation were required to be tested by randomized trials prior to clinical use. Furthermore, it is impossible to rigorously test every aspect of clinical practice. The surgeon should use his/her judgment to determine when such directed coursework and study is appropriate. Introduction of an investigational procedure may require the approval of the appropriate Institutional Review Board (IRB). Self-training in new procedures must take place on a background of basic surgical skills. The surgeon should recognize when and how much additional training in each new procedure is necessary.

Certification: certification is a symbol of successful completion of a program of study. Successful completion of any one or more training components or objectives does not necessarily signify an individual’s clinical competence in a specific procedure or technique.

Appendix B

SAGES CPD course evaluation checklist

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ghaderi, I., Fu, M., Schwarz, E. et al. SAGES framework for Continuing Professional Development (CPD) courses for practicing surgeons: the new SAGES course endorsement system. Surg Endosc 31, 3827–3835 (2017). https://doi.org/10.1007/s00464-017-5867-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s00464-017-5867-4

Keywords

Search

Navigation