Postgraduate anaesthesiology education: protocol for a scoping review

Ringsted, Charlotte; Bance, Sheena; Murgaski, Laura Leigh; Herold, Jodi; Takahashi, Susan Glover

doi:10.1136/bmjopen-2013-004667

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…In this Review, I used the method described by Hilary Arksey and Lisa O'Malley. [33][34][35] The central purpose of a scoping review is to rapidly identify and map the concepts that are foundational to a field of research, and to better understand the types of sources and evidence available. 34 Notably, scoping reviews can function as stand-alone research endeavours when a particular research area has not previously been reviewed comprehensively.…”

Section: Analytical Approachmentioning

confidence: 99%

Applying feminist theory to medical education

Sharma

2019

The Lancet

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To adequately address gendered issues of sexual harassment, wage gaps, and leadership inequities, medical institutions must interrogate medical education. Feminist theories can help to understand how power operates within our classrooms and at the bedside. This scoping review maps the four main ways in which feminist theory has been applied to medical education and medical education research-namely, critical appraisal of what is taught in medical curricula; exploration of the experiences of women in medical training; informing pedagogical approaches to how medicine is taught; and finally, medical education research, determining both areas of inquiry and methodologies. Feminist theory has the potential to move clinicians and educators from theory to action, building bridges of solidarity between the medical profession and the community it is called to serve.

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Section: Analytical Approachmentioning

confidence: 99%

Applying feminist theory to medical education

Sharma

2019

The Lancet

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“…This is because the context of education to become a specialist, and the essential knowledge and capabilities required in anesthesia, are not readily available for study. As a result, the research field is dominated by the experiences of practitioners and expert perspectives [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Anesthesiologists’ conceptions of learning anesthesia in the context of their specialty training program: a phenomenographic study

Chin,

Ingerman,

Hergès

2023

BMC Med Educ

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Background Training anesthesiologists poses challenges and complexities, particularly in defining and teaching excellence in anesthesia. Existing anesthesia curricula primarily emphasize the acquisition of knowledge, practical skills, and professional competencies, often neglecting the development of intangible skills like tacit knowledge. Despite efforts to establish learning goals through carefully describing competencies, there is a risk of oversimplifying the intricate aspects of professional anesthesia practice. Therefore, the objective of this study is to gain a deeper understanding of the genuine curriculum of a specialty training program in anesthesia. This will be achieved by exploring the perceptions of learners with different levels of experience within the program. Methods This study employs a phenomenographic research approach to explore the conceptions of anesthesiology trainees and specialists, specifically from a student’s perspective, regarding what constitutes an excellent anesthesiologist i.e., what to learn, and the learning process associated with it. Results This study identified three different conceptions of learning anesthesia within the context of a specialty training program: “Learning Competencies of Anesthesia,“ “Learning Work as an Anesthesiologist” and “Learning Being an Anesthesiology Professional.“ These conceptions ranged from a relatively instrumental view of education and self-responsibility for learning to a perspective of continuous personal reflection and development integrated with professional interaction. The three conceptions can be described in six dimensions describing the variation in approach to learning and the conceptualization of an anesthesiologist. Relationships between the conceptions and the dimensions were represented in a descriptive framework, showing the hierarchy of increasing understanding. Conclusion This study has uncovered diverse learner perspectives among anesthesiologists at various experience levels concerning their understanding of the role of an anesthesiologist and the associated learning process. These distinct understandings can be categorized into different groups and presented in a descriptive framework that encapsulates the fundamental elements and important educational aspects of an anesthesiologist’s progression through a specialty training program in anesthesia. By recognizing and integrating these diverse perspectives, anesthesia education can be enhanced, ultimately resulting in improved preparation of future anesthesia curriculum, teaching and assessments.

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A Scoping Review of Medical Education Research in Neurosurgery

Lai

Chen

et al. 2019

World Neurosurgery

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Postgraduate anaesthesiology education: protocol for a scoping review

Cited by 5 publications

References 11 publications

Applying feminist theory to medical education

Applying feminist theory to medical education

Anesthesiologists’ conceptions of learning anesthesia in the context of their specialty training program: a phenomenographic study

A Scoping Review of Medical Education Research in Neurosurgery

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