Empowering Surgical Technology Educators:
The STEP Initiative

Have you ever had a career choose you?

Many people enter education knowing from an early age that they want to teach. That was not my path. I originally planned to become a graphic designer, but life led me somewhere entirely different—the operating room.

​

For fifteen years, I worked as a Certified Surgical Technologist (CST), immersed in the precision, teamwork, and rhythm of surgery. The operating room is a place that demands focus, adaptability, and an unwavering commitment to patient care. I loved the work and the responsibility that came with it.

​

What I did not expect was that one of the most meaningful parts of my role would be training students and mentoring new colleagues. Watching someone scrub in for the first time, the nerves, the excitement, the gradual transformation into a confident member of the surgical team, sparked something in me that I did not fully recognize at the time.

​

Like many surgical technology educators, I did not set out to teach. I stepped into education with years of clinical experience but no formal preparation in teaching methodologies, curriculum design, assessment strategies, or accreditation processes. In 2016, I was given the opportunity to transition from clinical practice into education as the Program Director of Surgical Technology at Angelina College.

​

That transition was both exciting and humbling. Almost overnight, I was responsible for preparing the next generation of surgical technologists. I quickly realized that while clinical expertise is essential, it does not automatically translate into effective teaching. Passion for the profession alone was not enough.

​

The Reality of Surgical Technology Education

Across the country, many surgical technology educators, program directors, didactic instructors, lab instructors, and clinical coordinators enter education directly from the operating room without formal training in educational practices. The skills that make someone an exceptional surgical technologist do not automatically prepare them for the complexities of teaching, curriculum development, program management, and accreditation compliance.

​

For many new educators, the learning curve is steep and often isolating. There is rarely a structured onboarding process or formal pathway to guide them as they transition from practitioner to educator.

​

I experienced this firsthand during my first year in education.

​

Without a framework to guide me, I relied on traditional lectures, PowerPoint presentations, and textbook-driven instruction. While my learners were cooperative and committed, engagement was inconsistent, and I often felt I was learning how to teach through trial and error. At the same time, I was responsible for leading and managing an entire program.

​

When I attended my first Association of Surgical Technologists Educators Conference, I discovered that my experience was far from unique. Many program directors across the country were facing the same challenges. The absence of structured preparation for surgical technology educators was not an individual problem; it was a systemic one.

​

The reality is reflected in the profession itself. According to the ARC/STSA, surgical technology education experiences approximately a 25% turnover rate among program directors alone. Many dedicated professionals leave education not because they lack passion, but because they lack the support and preparation necessary to succeed in their roles.

​

Recognizing this gap became a turning point for me.

​

The STEP Initiative

In response to this need, I began developing the Surgical Technology Educators Program (STEP) in collaboration with fellow program director John Hadley. STEP is a structured, module-based professional development program designed specifically to support surgical technology educators transitioning from the operating room into academic roles.

​

STEP bridges the gap between clinical expertise and educational effectiveness by providing practical, accessible guidance in key areas of educator development, including:

​

• Curriculum design and instructional planning
• Teaching methodologies and learner engagement strategies
• Accreditation standards and program compliance
• Assessment and evaluation of learner performance
• Classroom, laboratory, and clinical coordination

​

The goal of STEP is simple but meaningful: to provide new educators with the tools, structure, and confidence they need to succeed. Rather than leaving educators to navigate the transition alone, STEP creates a pathway that supports their professional growth and strengthens the programs they lead.

​

Looking Forward

Education has become one of the most meaningful parts of my career, not only supporting learners entering the surgical profession, but also supporting the educators who guide them.

​

STEP represents the kind of structured support system I once needed. By creating resources, mentorship opportunities, and professional development pathways for surgical technology educators, we can strengthen programs, improve learning experiences, and ultimately enhance patient care.

​

Surgical technology education continues to evolve alongside advancements in healthcare and technology. As educators, we must evolve as well. STEP is one step toward that future, one that empowers educators, supports learners, and strengthens the profession as a whole.

​

Work in Progress

The development of the STEP learning modules is currently ongoing. While the vision and framework for the program have been established, the full module-based curriculum is still being created and refined. These resources will be added to this site as they are completed, providing practical tools and guidance for surgical technology educators transitioning into academic roles. STEP is designed to grow over time, and this platform will continue to evolve as new materials, insights, and collaborative contributions are developed.