Focused on the ultimate goal of improving patient care in gynecologic medicine, AAGL recognizes that surgical gynecologists and other clinicians require lifelong learning. Accordingly, the AAGL provides a variety of educational activities to ensure the learners achieve this goal.
Educational activities are developed to meet the needs of surgical gynecologists in practice and in training, as well as, other allied healthcare professionals in the field of gynecology.
AAGL’s CME program integrates the latest advances in clinical practice, scientific research and technical innovation that impact learners by increasing their knowledge, competence and performance-in-practice. Based on a thorough needs assessment of the professional practice gaps, CME content is developed in accordance with these tenets:
- Through education in basic and advanced gynecologic endoscopic techniques, minimally invasive therapies, and noninvasive diagnostic testing, the knowledge and skill set of physicians and allied healthcare professionals will notably improve.
- By critically examining and discussing diagnostic, therapeutic and surgical practices in gynecology and disseminating pertinent scientific and clinical research, clinicians will gain vital information focused on improving their professional practice.
- AAGL educational activities focus on ensuring that learners demonstrate application of knowledge and strategies to apply in practice or performance in practice changes as a result of their participation in the educational activities (competence and performance).
- AAGL educational content takes into account factors outside planners’ control and addresses those barriers whenever possible to assist the learners with addressing or removing the barriers to change.
TYPE OF ACTIVITIES
The AAGL educates learners through an annual scientific congress and free standing courses.
The Annual Scientific Congress is a comprehensive educational activity attended by an international group of physicians and allied healthcare professionals that employs:
- Plenary Sessions, which include peer-reviewed abstract submissions that span the field of minimally-invasive gynecology.
- In-depth Postgraduate Courses on basic and advanced topics in minimally invasive gynecology techniques with appropriate time scheduled for questions and answers.
- Frontiers in Minimally-Invasive Gynecology, which incorporates the structure of panels and debates, covers topics of current interest and critically evaluates emergent diagnostic and surgical therapies in minimally invasive gynecology.
- Telesurgery Sessions that provide the opportunity to observe exemplary surgical techniques and procedures in minimally invasive gynecology, which are televised from national and international locales. The real-time format provides the opportunity for questions and answers between moderator, participants and operating surgeons.
Free Standing Courses attract an international audience with various instructional formats, from didactic lecture to hands-on in-vitro or in-vivo laboratory exercises. Course content is based on the professional gaps of the target audience. These activities may employ:
- Didactic lectures covering basic-to-advanced topics of interest in minimally-invasive gynecology with appropriate time scheduled for questions and answers.
- Video or digital media sessions presenting established and emergent techniques in minimally-invasive surgery with appropriate time scheduled for questions and answers.
- Televised surgery demonstrating exemplary surgical techniques in gynecologic endoscopy.
- Hands-on in-vitro models to simulate fundamental surgical techniques utilized during gynecologic endoscopy.
- Hands-on in-vivo models in a laboratory setting to provide living tissue to simulate surgical techniques and procedures during gynecologic endoscopy.
- Instruction on in-depth evidence-based practice techniques, combining research with clinical expertise. AAGL activities often focus on the larger context of women’s healthcare including quality improvement in a patient-centered, system-based approach.
The desired expectation of AAGL’s CME program is to enhance the learners’ knowledge, their ability to apply knowledge-to-practice (competence) and to improve their performance in-practice.
To facilitate the measurement of expected results, learners are asked—via pre- and post-test, course evaluations, outcomes questionnaires and frequent, comprehensive online (web site and email) surveys—to critically evaluate whether or not they have made changes in their practice based on their participation in the courses.
Critical metrics for these assessments include but are not limited to:
- When indicated, changes in competence are measured using questionnaires at the end of an activity that determines if learners can apply knowledge learned to typical practice scenarios, including specific examples of strategies learners intend to implement in their practice.
- When indicated, changes in performance-in-practice are measured using questionnaires that determine if key intended results were actually implemented in practice.
- Learner feedback on AAGL application of key aspects of the Standards for Commercial Support, including if the activity was fair and balanced, free from commercial bias, and evidence-based.
Through assessment of the above data and metrics, AAGL determines the need for overall program improvements and implements them in a timely manner.
This mission statement was reviewed and approved by the Board of Trustees on February 5, 2011