New training strategies for anaesthesia residents

Houben, Karin W.; Hombergh, Cristy L.M. van den; Stalmeijer, Renée E.; Scherpbier, Albert J.J.A.; Marcus, Marco A. E.

doi:10.1097/aco.0b013e32834c8842

Cited by 17 publications

(11 citation statements)

References 26 publications

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“…60 Simulation provides opportunities to schedule training, control the environment, provide nearly unlimited chances to practice, and avoid risk to patients. [61][62][63][64] Motor skills, such as airway management, spinal and epidural placement, nerve blocks, line insertion, and ultrasound techniques, can be practiced on partial task trainers, [65][66][67] simple simulators that focus on teaching specific skills or concepts rather than management of the whole patient.…”

Section: Deliberate Practice Is Feasible During Anesthesiology Trainingmentioning

confidence: 99%

“…The problem could be ameliorated if instructors wrote field notes about a resident's educational status that could help subsequent supervisors plan teaching activities. 61 Residents could help guide their own program by keeping track of their practice goals and communicating with attendings about their educational needs, examples of metacognitive skills used in pursuit of their learning.…”

Section: Problems In Selecting Daily Topics For Deliberate Practicementioning

confidence: 99%

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Deliberate Practice for Achieving and Maintaining Expertise in Anesthesiology

Hastings

Rickard

2015

Anesthesia &Amp; Analgesia

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For the dedicated anesthesiologist, a high level of expertise is needed to deliver good care to patients and to provide excellent service to surgeons, anesthesia colleagues, and others. Expertise helps the anesthesiologist recover from difficult situations and generally makes the practice run more effectively. Expertise also contributes to quality of life through higher self-esteem and long-term career satisfaction. We begin by reviewing the attributes that characterize expert performance and discussing how a specific training format, known as deliberate practice, contributes to acquisition and maintenance of expertise. Deliberate practice involves rehearsal of specific tasks to mastery, ideally under the eye of a mentor to provide feedback. This amounts to an orchestrated effort to improve that enables trainees to progress to expert levels of performance. With few exceptions, people who become recognized experts have pursued deliberate practice on the order of 4 hours per day for 10 to 15 years. In contrast, those who practice their profession in a rote manner see their skills plateau well below the level of top performers. Anesthesiology instruction with attending supervision provides all of the necessary components for deliberate practice, and it can be effective in anesthesia. Using deliberate practice in teaching requires organization in selecting training topics, effort in challenging students to excel, and skill in providing feedback. In this article, we discuss how educational programs can implement deliberate practice in anesthesiology training, review resources for instructors, and suggest how anesthesiologists can continue the practice after residency.

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Section: Deliberate Practice Is Feasible During Anesthesiology Trainingmentioning

confidence: 99%

Section: Problems In Selecting Daily Topics For Deliberate Practicementioning

confidence: 99%

Deliberate Practice for Achieving and Maintaining Expertise in Anesthesiology

Hastings

Rickard

2015

Anesthesia &Amp; Analgesia

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“…Hence simulation is now a widely used in the training of anaesthesia residents. Depending on the trainee's experience, the use of simulation can be extended from the demonstration of individual skills to complex scenarios (12). Comprehensive simulators, computer models and manikins have been used to this end (13).…”

Section: Simulation-based Trainingmentioning

confidence: 99%

“…Information can be uploaded, created, edited or removed and, when submitted as supporting evidence, can be approved, assessed, marked as completed and signed-off (18). By standardising evaluation of competency, e-portfolios enable trainers to compare the individual resident with their peers, to observe their educational progress and enhance self-learning by encouraging self-reflection (12).…”

Section: E-portfoliomentioning

confidence: 99%

Teaching Our students, Our residents and Ourselves

Kayhan¹

2014

Turk J Anesth Reanim

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Even though postgraduate medical education has been the focus of interest in anaesthesiology education, in a broader sense the entire medical community can be considered appropriate learners of anaesthesiology. Anaesthesiologists are equipped to teach physiology, pharmacology, resuscitation, pain management, perioperative assessment, and medical technology. For residency training, an approach based on competencies, skills and professionalism should be used instead of the traditional "apprenticeship" model. When teaching ourselves as qualified anaesthesiologists, areas of continuing professional development, academic career training and continuing medical education should be taken into account. Whereas the responsibility for undergraduate medical education rests with university medical schools, postgraduate medical education is carried out by universities and/or the national health authorities/services. Establishment of partnerships between health-care services and universities should be central to the provision of postgraduate education so as not to dissociate various stages of education. When determining educational strategies, institutional preferences, target populations and their learning styles should be taken into account. To this end, especially for high risk situations simulation-based approaches, scenarios, standardized patients, research, mentoring, journal clubs, seminars, lectures, case discussions, bed-side discussions, courses, games and portfolios have been and are being used widely. Departments of anaesthesiology should establish and maintain a strong presence in undergraduate medical education. Besides being good clinicians, anaesthesiologists should understand all aspects of education and educational outcome in order to better teach students, residents and themselves. Quality of education and the teaching environment should continually be evaluated within the context of quality assurance.

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“…Providing the opportunity to assess clinical performance in a scheduled, structured and standardized setting in conjunction with simulation based assessment may have the potential to be a valuable addition to the existing theoretical examination protocols in residency training [30]. For example, cannot intubate, cannot ventilate (CICV) scenario was used for anesthesiologist assessment [23].…”

Section: Anesthesia Training With Simulatorsmentioning

confidence: 99%

Medical simulation is needed in anesthesia training to achieve patient's safety

Chang

2013

Korean J Anesthesiol

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Many medical schools and hospitals throughout the world are equipped with a simulation center for the purpose of training anesthesiologists to perform both technical and non-technical skills. Because induction, maintenance, and emergence of general anesthesia are critical to patient welfare, various simulation mannequins and tools are utilized for the purpose of training anesthesiologists for safer patient care. Traditionally, anesthesia residency training mostly consisted of didactic lectures and observations. After completion of "traditional" training, anesthesia residents were allowed to perform procedures on patients under supervision. However, simulation would be a more effective training tool for which to teach anesthesiologists the skills necessary to perform invasive procedures, such as endotracheal intubation, central venous catheter insertion, and epidural catheter insertion. Recently, non-technical skills, such as the Anesthesia Non-Technical Skills developed by anesthesiologists from Aberdeen University, have been emphasized as an important training resource. Technical skills and non-technical skills can be learned by anesthesiology residents through a standardized and organized simulation program. Such programs would be beneficial in training anesthesia residents to work efficiently as a team in the operation room.

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New training strategies for anaesthesia residents

Cited by 17 publications

References 26 publications

Deliberate Practice for Achieving and Maintaining Expertise in Anesthesiology

Deliberate Practice for Achieving and Maintaining Expertise in Anesthesiology

Teaching Our students, Our residents and Ourselves

Medical simulation is needed in anesthesia training to achieve patient's safety

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