Recent advances in research, training and teaching in anaesthesia and critical care

Abstract

Teaching and learning in anaesthesia and critical care has traditionally included seminars, journal clubs and clinical teaching in the operation theatre. The aim has always been to ignite the spark of thinking and self-directed learning in the students. The process of ‘dissertation preparation’ introduces basic knowledge and interest in research in the postgraduate student. All this is followed by an examination at the end of the course including the theory and practical assessment in the form of long and short case discussions and table viva-voce. The National Medical Commission in 2019 introduced the competency-based medical education curriculum for anaesthesia postgraduates. This curriculum focuses on structured teaching and learning. It has specific learning objectives in theoretical knowledge, skills and attitude development. The building up of communication skills has been given due importance. Though research in anaesthesia and critical care is steadily progressing, much work needs to be done on its improvement.

Predicting and evaluating pain after surgery…Newer methods to the rescue?

“…Therefore, there is a continued need for further research in these aspects. [ 29 ] Such research might improve and adapt the existing pain assessment tools or develop and validate sensor-based AI for pain assessment.…”

Innovative research and technological advancements: Oars of the boat of progress

“…The implementation of the new competency-based medical education curriculum is a good move in this regard and this has been very elaborately described in another article on teaching and training in anaesthesia in this issue. [ 26 ]…”