Sarah Peyre
| Title | Assistant Professor |
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| Institution | School of Medicine and Dentistry |
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| Department | Surgery |
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| Address | University of Rochester Medical Center
School of Medicine and Dentistry
601 Elmwood Ave, Box SURG
Rochester NY 14642
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| 2003 |
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| 2004 | Teaching and Learning Fellowship | Keck School of Medicine, Univ of Southern California | | 2004 |
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| 2005 | Educational Leadership Fellowship | Keck School of Medicine, Univ of Southern California | | 2006 |
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| Outstanding Faculty Appreciation Award | Student Surgical Interest Group Univ of Southern California | | 2008 |
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| Nominated, Dissertation of the Year | Rossier School of Education, Univ of Southern California | | 2009 |
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| Outstanding Teaching in Professionalism and the Practice of Medicine | Keck School of Medicine, University of Southern California |
Sarah E. Peyré, EdD is the Director of the Center for Experiential Learning (CEL) at the University of Rochester Medical Center. Her research interests' focus on surgical education outcomes including intraoperative assessment, simulation based instruction and faculty development. She is a qualitative researcher specifically utilizing task analysis to deconstruct clinical decision-making. She has published in the areas of surgical education, patient safety and efficacy of simulation based curriculum and assessment. Prior to joining the faculty, she served as the Director of Education and Research for the STRATUS Center for Medical Simulation at the Brigham and Women's Hospital and an Assistant Professor of Surgery at Harvard Medical School. She was the Associate Director for the Simulation Fellowship at STRATUS and has collaborated with several disciplines in simulation curriculum design and research. Dr. Peyre was a member of the Center for Surgery and Public Health and of the Academy at Harvard Medical School. She received her Bachelor of Arts in Sociology from the University of California at Berkeley, her Master in Science of Medical Education and Doctorate in Educational Psychology from the Rossier School of Education at the University of Southern California.
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Pernar LI, Shaw TJ, Pozner CN, Vogelgesang KR, Lacroix SE, Gandhi TK, Peyre SE. Using an Objective Structured Clinical Examination to test adherence to Joint Commission National Patient Safety Goal--associated behaviors. Jt Comm J Qual Patient Saf. 2012 Sep; 38(9):414-8.
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Hu YY, Arriaga AF, Roth EM, Peyre SE, Corso KA, Swanson RS, Osteen RT, Schmitt P, Bader AM, Zinner MJ, Greenberg CC. Protecting patients from an unsafe system: the etiology and recovery of intraoperative deviations in care. Ann Surg. 2012 Aug; 256(2):203-10.
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Skog A, Peyre SE, Pozner CN, Thorndike M, Hicks G, Dellaripa PF. Assessing physician leadership styles: application of the situational leadership model to transitions in patient acuity. Teach Learn Med. 2012 Jul; 24(3):225-30.
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Shaw TJ, Pernar LI, Peyre SE, Helfrick JF, Vogelgesang KR, Graydon-Baker E, Chretien Y, Brown EJ, Nicholson JC, Heit JJ, Co JP, Gandhi T. Impact of online education on intern behaviour around joint commission national patient safety goals: a randomised trial. BMJ Qual Saf. 2012 Oct; 21(10):819-25.
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Hu YY, Arriaga AF, Peyre SE, Corso KA, Roth EM, Greenberg CC. Deconstructing intraoperative communication failures. J Surg Res. 2012 Sep; 177(1):37-42.
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Pernar LI, Smink DS, Hicks G, Peyre SE. Residents can successfully teach basic surgical skills in the simulation center. J Surg Educ. 2012 Sep; 69(5):617-22.
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Hong A, Mullin PM, Al-Marayati L, Peyre SE, Muderspach L, Macdonald H, Ouzounian JG, Miller DA, Opper N, Lee RH. A low-fidelity total abdominal hysterectomy teaching model for obstetrics and gynecology residents. Simul Healthc. 2012 Apr; 7(2):123-6.
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Pernar LI, Ashley SW, Smink DS, Zinner MJ, Peyre SE. Master surgeons' operative teaching philosophies: a qualitative analysis of parallels to learning theory. J Surg Educ. 2012 Jul; 69(4):493-8.
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Smink DS, Peyre SE, Soybel DI, Tavakkolizadeh A, Vernon AH, Anastakis DJ. Utilization of a cognitive task analysis for laparoscopic appendectomy to identify differentiated intraoperative teaching objectives. Am J Surg. 2012 Apr; 203(4):540-5.
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Hu YY, Peyre SE, Arriaga AF, Osteen RT, Corso KA, Weiser TG, Swanson RS, Ashley SW, Raut CP, Zinner MJ, Gawande AA, Greenberg CC. Postgame analysis: using video-based coaching for continuous professional development. J Am Coll Surg. 2012 Jan; 214(1):115-24.
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Pernar LI, Peyre SE, Smink DS, Block SD, Cooper ZR. Feasibility and impact of a case-based palliative care workshop for general surgery residents. J Am Coll Surg. 2012 Feb; 214(2):231-6.
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Hu YY, Peyre SE, Arriaga AF, Roth EM, Corso KA, Greenberg CC. War stories: a qualitative analysis of narrative teaching strategies in the operating room. Am J Surg. 2012 Jan; 203(1):63-8.
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Pernar LI, Peyre SE, Warren LE, Gu X, Lipsitz S, Alexander EK, Ashley SW, Breen EM. Mini-clinical evaluation exercise as a student assessment tool in a surgery clerkship: lessons learned from a 5-year experience. Surgery. 2011 Aug; 150(2):272-7.
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Abbett SK, Hevelone ND, Breen EM, Lipsitz SR, Peyre SE, Ashley SW, Smink DS. Interest in and perceived barriers to flexible-track residencies in general surgery: a national survey of residents and program directors. J Surg Educ. 2011 Sep-Oct; 68(5):365-71.
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Berkowitz LR, Peyre SE, Johnson NR. Mobilizing faculty for simulation. Obstet Gynecol. 2011 Jul; 118(1):161-3.
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Peyre SE, Frankl SE, Thorndike M, Breen EM. Observation of clinical teaching: interest in a faculty development program for surgeons. J Surg Educ. 2011 Sep-Oct; 68(5):372-6.
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Ziewacz JE, Arriaga AF, Bader AM, Berry WR, Edmondson L, Wong JM, Lipsitz SR, Hepner DL, Peyre S, Nelson S, Boorman DJ, Smink DS, Ashley SW, Gawande AA. Crisis checklists for the operating room: development and pilot testing. J Am Coll Surg. 2011 Aug; 213(2):212-217.e10.
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Peyre SE, Ashley SW. Teaching uncommon and highly complex operations: maximizing the teaching and learning. J Gastrointest Surg. 2011 Oct; 15(10):1724-5.
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Pernar LI, Shaw TJ, Pozner CN, Vogelgesang KR, Peyre SE. A checklist for a central venous line-based simulation scenario to measure behavioral compliance with Joint Commission National Patient Safety Goals. Simul Healthc. 2011 Apr; 6(2):117-20.
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Pernar LI, Breen E, Ashley SW, Peyre SE. Preoperative learning goals set by surgical residents and faculty. J Surg Res. 2011 Sep; 170(1):1-5.
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Peyré SE, Peyré CG, Hagen JA, Sullivan ME. Reliability of a procedural checklist as a high-stakes measurement of advanced technical skill. Am J Surg. 2010 Jan; 199(1):110-4.
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Urwitz-Lane RS, Lee RH, Peyre S, Rahman S, Kwok L, Muderspach L. Impact of laparoscopic experience on performance on laparoscopic training drills among obstetrics and gynecology residents: a pilot study. J Minim Invasive Gynecol. 2009 Jan-Feb; 16(1):72-5.
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Peyre SE, Peyre CG, Hagen JA, Sullivan ME, Lipham JC, Demeester SR, Peters JH, Demeester TR. Laparoscopic Nissen fundoplication assessment: task analysis as a model for the development of a procedural checklist. Surg Endosc. 2009 Jun; 23(6):1227-32.
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Luker KR, Sullivan ME, Peyre SE, Sherman R, Grunwald T. The use of a cognitive task analysis-based multimedia program to teach surgical decision making in flexor tendon repair. Am J Surg. 2008 Jan; 195(1):11-5.
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Sullivan ME, Brown CV, Peyre SE, Salim A, Martin M, Towfigh S, Grunwald T. The use of cognitive task analysis to improve the learning of percutaneous tracheostomy placement. Am J Surg. 2007 Jan; 193(1):96-9.
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Peyre SE, Peyre CG, Sullivan ME, Towfigh S. A surgical skills elective can improve student confidence prior to internship. J Surg Res. 2006 Jun 1; 133(1):11-5.
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