A survey of airway training among U.S. and Canadian Anesthesiology residency programs

Pott, Leonard M.; Randel, Gail I.; Straker, Tracey; Becker, Katherine D.; Cooper, Richard M.

doi:10.1016/j.jclinane.2010.06.009

Cited by 43 publications

(31 citation statements)

References 12 publications

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“…Another survey of American and Canadian programs (60% response rate) reported similar results with both formal and mannikin instruction in combination with formal airway rotations including the use of fiberoptic techniques. 96 Video laryngoscopes were also highly utilized.…”

Section: Surveysmentioning

confidence: 99%

Fiberoptic Intubation: An Overview and UpdateDiscussion

2014

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SummaryFiberoptic intubation (FOI) is an effective technique for establishing airway access in patients with both anticipated and unanticipated difficult airways. First described in the late 1960s, this approach can facilitate airway management in a variety of clinical scenarios given proper patient preparation and technique. This paper seeks to review the pertinent technology, clinical techniques, and indications for and complications of its use. The role of FOI in airway management algorithms is discussed. Evidence is presented comparing FOI to other techniques with regard to difficult airway management. In addition, we have reviewed the literature on training processes and skill development in FOI.

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Section: Surveysmentioning

confidence: 99%

Fiberoptic Intubation: An Overview and UpdateDiscussion

2014

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“…Notably, the Australian and New Zealand College of Anaesthetists (ANZCA) is currently undertaking a comprehensive curriculum review (ANZCA Curriculum Redesign Project) [38]. A key feature of the revised curriculum of this College is likely to be the identification of clinical fundamentals for anaesthetists, of which airway management is one.…”

Section: Defining the Airway Curriculummentioning

confidence: 99%

Education in airway management

et al. 2011

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SummaryIn airway management, poor judgment, education and training are leading causes of patient morbidity and mortality. The traditional model of medical education, which relies on experiential learning in the clinical environment, is inconsistent and often inadequate. Curriculum change is underway in many medical organisations in an effort to correct these problems, and airway management is likely to be explicitly addressed as a clinical fundamental within any new anaesthetic curriculum. Competency‐based medical education with regular assessment of clinical ability is likely to be introduced for all anaesthetists engaged in airway management. Essential clinical competencies need to be defined and improvements in training techniques can be expected based on medical education research. Practitioners need to understand their equipment and diversify their airway skills to cope with a variety of clinical presentations. Expertise stems from deliberate practice and a desire constantly to improve performance with a career‐long commitment to education.

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“…With further analysis, articles were selected wherein interventions relevant to one or more of the three themes were studied, resulting in a final selection of 56 citations Twenty-one studies analyzed transitions in, during, and after residency education; 19 studies addressed the educational effects of duty hour limits, [33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50][51] and 16 articles presented research on use of the competencies in teaching and assessing anesthesiology residents. [19][20][21][22][23][24][25][26][27][52][53][54][55][56][57][58] For the theme ''duty hours and the acquisition of competence'', the only articles included were those that assessed the effect of duty hour limits on measures of physician competence and those that studied changes in patient care experience in anesthesiology that could be attributed to the reduction in resident hours.…”

Section: Methodsmentioning

confidence: 99%

“…In anesthesiology, much of the research has focused on technical skills, such as airway management and dealing with anesthesia crisis management, with frequent use of simulation for teaching and assessment. [19][20][21][22][23][24][25] The focus of other recent work that explicitly or implicitly mentioned educational transition has been on education in the ''business'' aspects of medicine 26 and leadership training for fellows. 27 Promising areas to prepare physicians for the transition into practice include enhanced preparation for providing culturally competent care; 28 end-of-life care, particularly for individuals in subspecialty training in pain medicine and critical care; 29 and the cost-effective use of medical resources.…”

Section: Transitions Across the Medical Education Continuummentioning

confidence: 99%

“…While the focus of much of the work in anesthesiology is still on medical knowledge and technical skills, [19][20][21][22][23][24][25] it is promising that the focus of recent research has been to improve adherence to care guidelines, 52 to validate and demonstrate the utility of the CanMEDS framework, 53 to contextualize professionalism, systems-based practice, and other non-technical skills for anesthesiologists, [54][55][56][57] and to put forward a model that will enable anesthesiology residents to integrate the competencies and the aims of the Institute of Medicine for the health care system. 58 The focus is on approaches to teach and assess the non-technical competencies, including the development of validated tools.…”

Section: Embedding the Competencies In Resident Teaching And Evaluationmentioning

confidence: 99%

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Review article: Closing the research gap at the interface of learning and clinical practice

Philibert

2011

Can J Anesth/J Can Anesth

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Purpose The dialogue at the interface of education and clinical practice highlights areas of critical importance to the development of new approaches for educating anesthesiologists. The purpose of this article is to examine the literature on education and acquisition of competence in three areas relevant to the interface of learning and clinical practice, with the aim to suggest a research agenda that adds to the evidence on preparing physicians for independent practice. The three areas are: 1) transitions across the continuum of education; 2) the effect of reductions in hours of clinical training on competence; and 3) efforts to incorporate the competencies and CanMEDS roles into teaching and evaluation. Principal findings Fifty-six articles relevant to one or more of the themes were identified in the review, including 21 studies of transitions (in, during, and after residency education), 19 studies on the effects of duty hour limits on residents' acquisition of competence, and 16 articles that assessed competency-based teaching and assessment in anesthesiology. Overall, the findings suggested a relative paucity of scientific evidence and a need for research and the development of new scientific theory. Studies generally treated one of the themes in isolation, while in actuality they interact to produce optimal as well as suboptimal learning situations, while medical education research often is limited by small samples, brief follow-up, and threats to validity. This suggests a ''research gap'' where editorials and commentaries have moved ahead of an evidence base for education. Promising areas for research include preparation for care deemed important by society, work to apply knowledge about the development of expertise in other disciplines to medicine, and ways to embed the competencies in teaching and evaluation more effectively. Conclusion Closing the research gap in medical education will require clear direction for future work. The starting point, at an institution or nationally, is dialogue within the specialty to achieve consensus on some of the most pressing questions.

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A survey of airway training among U.S. and Canadian Anesthesiology residency programs

Cited by 43 publications

References 12 publications

Fiberoptic Intubation: An Overview and UpdateDiscussion

Fiberoptic Intubation: An Overview and UpdateDiscussion

Education in airway management

Review article: Closing the research gap at the interface of learning and clinical practice

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