Attitudes of the Third-Year Clinical Anesthesiology Residents Toward an Independent Clinical Practice Rotation in COVID-19 Pandemic in Iran

Abstract

Background: COVID-19 was a worldwide pandemic with international health emergencies and great challenges; health care personnel shortage and physician burnout is a potential major challenge that should be planned and managed; especially in those countries with a high COVID-19 occurrence. Objectives: This study was designed to assess the attitudes of 3rd-year anesthesiology residents toward an independent one month-length clinical care course for patients with COVID-19. Methods: A closed self-administered questionnaire was developed to assess the attitudes of 3rd-year clinical anesthesiology residents. A self-administered closed questionnaire was developed. Cronbach’s alpha was calculated to measure the reliability of the questionnaire; added with a factor analysis process. Results: All 19 clinical anesthesiology residents took part in the study, with a 100% response rate. Cronbach’s alpha for the reliability of the questionnaire was 0.678. The eigenvalue for 8 factors was equal to 1; however, further assessment led us to 7 factors. Conclusions: This one-month period could improve the competencies of the 3rd year clinical anesthesiology residents based on their viewpoints. Since the COVID-19 pandemic is ongoing health and social problem worldwide, 3rd-year anesthesiology residents could help the health system to recover health care delivery faults regarding manpower; a promising point for crisis preparedness in the COVID-19 pandemic. Besides, there were many constructive results for the clinical anesthesiology residents regarding their training and clinical service delivery.

Residency Education Reform Program in Department of Anesthesiology and Critical Care: An Academic Reform Model

“…The results of this study regarding the crisis management/COVID-19 Pandemic demonstrated the role of curricular reform plans in these fields with a significant impact on the viewpoints of CA's (27,32,65).…”

“…Education Indices: Teaching method (23-25); Passing comprehensive exams (23,(26)(27)(28)(29); Mentorship (26,27); Assessment methods (24,28,29); Faculty development (30,31); Professionalism in medical education (28,32); Integration in education (31,(33)(34)(35); Crisis management (32); Competency-based medical education (study in progress).…”

The Effect of Repeated Direct Observation of Procedural Skills (R-DOPS) Assessment Method on the Clinical Skills of Anesthesiology Residents

“…The clinical course of medical education in anesthesiology residency includes several "must need" items (14,24,25). ; similar to many other medical specialties (26,27), the current study included many of these basic items.…”

“…This study aimed to assess the effects of the Repeated DOPS (R-DOPS) method on the performance of procedural skills in anesthesiology residents, DACC, SBMU in 6 months (May 2019-October 2019). To do so, the DOPS protocol was prepared based on the previous standard models for DOPS and the national curriculum for anesthesiology residents at the specialty level (7,8,10,14); then, the checklists were finalized for the examiners; including the following steps:…”

The Importance of Happy Hypoxemia in COVID-19

“…The lungs are the most affected organ because of the access of the virus to the host cells via the angiotensin-converting enzyme 2 (ACE-2) receptor (3,4). The virus destroys the alveolar-capillary tissue and causes edema, hemolysis, hemorrhage, and in some cases, superinfection (8). Endothelial damage through ACE-2 receptors leads to inflammation and coagulation cascade activation (5).…”