Impact of an Innovative Classroom-Based Lecture Series on Residents’ Evaluations of an Anesthesiology Rotation

Tanaka, Pedro Paulo; Yanez, David; Lemmens, Hendrikus J. M.; Djurdjulov, Adam; Scotto, Lena; Borg, Lindsay; Walker, Kim; Merrell, Sylvia Bereknyei; Macario, Alex

doi:10.1155/2016/8543809

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…Some countries mandate two professionals to provide anesthesia care in the operating room while others may have varying roles and supervision for physician assistants or nurse anesthetists [18]. Other characteristics such as the use of simulation, either for teaching or assessment [19], or the use of formal teaching sessions [20], or the attention paid to faculty development in education [21] in each of the countries were not specifically determined.…”

Section: Discussionmentioning

confidence: 99%

Comparing Anesthesiology Residency Training Structure and Requirements in Seven Different Countries on Three Continents

Yamamoto¹,

Tanaka²,

Madsen³

et al. 2017

Cureus

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Little has been published comparing the graduate medical education training structure and requirements across multiple countries. The goal of this study was to summarize and compare the characteristics of anesthesiology training programs in the USA, UK, Canada, Japan, Brazil, Denmark, and Switzerland as a way to better understand efforts to train anesthesiologists in different countries.Two physicians trained in each of the seven countries (convenience sample) were interviewed using a semi-structured approach. The interview was facilitated by use of a predetermined questionnaire that included, for example, the duration of post-medical school training and national requirements for certain rotations, a number of cases, faculty supervision, national in-training written exams, and duty hour limits. These data were augmented by review of each country’s publicly available residency training documents as available on the internet.Post-medical school anesthesia residency duration varied: three years (Brazil), four years (USA), five years (Canada and Switzerland), six years (Japan and Denmark) to nine years (UK), as did the number of explicitly required clinical rotations of a defined duration: zero (Denmark), one (Switzerland and UK), four (Brazil), six (Canada), and 12 (USA). Minimum case requirements exist in the USA, Japan, and Brazil, but not in the other countries. National written exams taken during training exist for all countries studied except Japan and Denmark. The countries studied increasingly aim to have competency-based education with milestone assessments. Training duty hour limits also varied including for example 37 hours/week averaged over a one month with limitations on night duties (Denmark), a weekly average of 48 hours taken over a 17 week period (UK), 50 hours/week maximum (Switzerland), 60 hours/week maximum (Brazil), and 80 hours/week averaged over four weeks (USA).Some countries have highly structured training programs with multiple national requirements with training principally carried out at a home institution. Other countries have a more decentralized and unregulated approach with fewer (if any) specific case or rotation requirements, where the trainee creates his/her own customized training to meet broad objectives and goals. The countries studied have different national training requirements, unique duty hour rules and are at varying stages in transitioning to an outcome based model of residency.

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Section: Discussionmentioning

confidence: 99%

Comparing Anesthesiology Residency Training Structure and Requirements in Seven Different Countries on Three Continents

Yamamoto¹,

Tanaka²,

Madsen³

et al. 2017

Cureus

Self Cite

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“…Therefore, it is suggested to divide the presentations into 15 min of class and 30 min of active learning 20 . For example, the Anesthesiology Program at Stanford University replaced the traditional 45 min classes at seven in the morning with 15 min classes supported with slides 3 times a week; the result was an increase in the quality of education 21 .…”

Section: The "Flipped Classroom"mentioning

confidence: 99%

Teaching neurology to “Millennials:” Basic concepts and recommendations

Rodríguez-Violante¹,

López‐Ruiz²,

Cervantes-Arriaga³

2020

RMN

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The generation currently studying medical specialization programs belongs to the so-called "Millennials". The characteristics of this generation provoke the need for a change or adjustment in the paradigm of the traditional teaching-learning environment. The objective of this review is to reaffirm some concepts about the main current models of teaching and learning, as well as certain techniques with the potential to benefit the learning of the current generation of medical specialty residents including the use of information and communication technologies. The concepts described include Bloom's taxonomy, Miller's pyramid, Dreyfus, skills acquisition, competency-based education model, active education and passive education, and evaluation recommendations. The revised strategies include flipped classroom, resident as teacher, resident as researcher, as well as the incorporation of technologies to it. The teacher-student dyad in medical specialties is characterized by a particular dynamic, in which the specific objective is the generation of new competent and professional doctors. Optimizing the teaching-learning environment according to the characteristics of the current generation is essential to achieve this goal.

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“…In graduate medical education, residents have used validated questionnaires to evaluate their programs with respect to rotation workload, faculty/learning environment, and stress [ 12 – 15 ]. Other studies have examined resident assessments of programs and rotations in surgery [ 16 ], internal medicine [ 17 , 18 ], and anesthesiology [ 19 ]. Although PAs are trained in the medical model, differences in clinical rotation length, content, supervision, and logistics make the use of existing clinical rotation evaluations less relevant to PA training settings.…”

Section: Introductionmentioning

confidence: 99%

Validation of a clinical rotation evaluation for physician assistant students

et al. 2018

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BackgroundWe conducted a prospective validation study to develop a physician assistant (PA) clinical rotation evaluation (PACRE) instrument. The specific aims of this study were to 1) develop a tool to evaluate PA clinical rotations, and 2) explore associations between validated rotation evaluation scores and characteristics of the students and rotations.MethodsThe PACRE was administered to rotating PA students at our institution in 2016. Factor analysis, internal consistency reliability, and associations between PACRE scores and student or rotation characteristics were determined.ResultsOf 206 PACRE instruments sent, 124 were returned (60.2% response). Factor analysis supported a unidimensional model with a mean (SD) score of 4.31 (0.57) on a 5-point scale. Internal consistency reliability was excellent (Cronbach α=0.95). PACRE scores were associated with students’ gender (P = .01) and rotation specialty (P = .006) and correlated with students’ perception of being prepared (r = 0.32; P < .001) and value of the rotation (r = 0.57; P < .001).ConclusionsThis is the first validated instrument to evaluate PA rotation experiences. Application of the PACRE questionnaire could inform rotation directors about ways to improve clinical experiences. The findings of this study suggest that PA students must be adequately prepared to have a successful experience on their rotations. PA programs should consider offering transition courses like those offered in many medical schools to prepare their students for clinical experiences. Future research should explore whether additional rotation characteristics and educational outcomes are associated with PACRE scores.

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Impact of an Innovative Classroom-Based Lecture Series on Residents’ Evaluations of an Anesthesiology Rotation

Cited by 6 publications

References 4 publications

Comparing Anesthesiology Residency Training Structure and Requirements in Seven Different Countries on Three Continents

Comparing Anesthesiology Residency Training Structure and Requirements in Seven Different Countries on Three Continents

Teaching neurology to “Millennials:” Basic concepts and recommendations

Validation of a clinical rotation evaluation for physician assistant students

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