Review article: New directions in medical education related to anesthesiology and perioperative medicine

Abstract

Purpose We aim to provide a broad overview of current key issues in anesthesiology education to encourage both ''clinician teachers'' and ''clinician educators'' in academic health centres to consider how medical educational theory can inform their own practice. Principal findings Evolving contextual issues, such as work-hour reform and the patient safety movement, necessitate innovative approaches to anesthesiology education. There is a substantial amount of relevant literature from other disciplines, such as sociology, psychology, and human factors research, using methodologies that are often unfamiliar to most clinicians. Recurring themes include the increasing use of simulation-based education, the importance of faculty development, challenges in teaching and assessing the non-medical expert roles, and the promise of team training and interprofessional education. Interdisciplinary collaborations are likely key to answering pressing questions in anesthesiology education, and a greater understanding of qualitative and mixed methods research

Review article: Assessment in anesthesiology education

“…Here, there are a number of potential (overlapping) frameworks that can be referenced including, amongst others, the Canadian Medical Education Directives for Specialists (CanMEDs roles) 2 and the Accreditation Council for Graduate Medical Education (ACGME) core competencies. [3][4][5] Both the CanMEDs roles and the ACGME core competencies define the abilities needed for practice. For the CanMEDs roles, the essential competencies are organized thematically around seven key physician roles: medical expert, communicator, collaborator, manager, health advocate, scholar, and professional.…”

“…Based on Miller's pyramid, 11 constructed-response formats are typically employed to assess whether a candidate knows what to do, shows what to do, or, at the highest level, actually does it. 5 While adequate knowledge and the ability to synthesize knowledge are often prerequisites for certain tasks, they are usually not sufficient for effective practice. For example, the development of an anesthetic plan requires a variety of clinical judgements and decisions based on an understanding of pharmacology, the patient history, physical examination results, and laboratory evaluations.…”

Review article: Simulation in anesthesia: state of the science and looking forward

“…11 The growing acceptance of simulation in healthcare training has been attributed to the decreased availability and acceptance of practising skills on patients, the growth in technology, which has fuelled the development of increasingly sophisticated simulation modalities, as well as the development of a culture of safety, which has resulted in decreased tolerance for errors. 3,5,[12][13][14][15] Together, these forces have led to greater interest and expertise in the development of simulation-based training modalities to re-create teaching and assessment opportunities where practice or assessment on real patients is either not feasible or undesirable.…”

“…95,100 Strong performance in one aspect of competency does not imply that a candidate will perform equally well in other aspects of competency. 86 As such, multiple stations (8)(9)(10)(11)(12)(13)(14)(15) were recommended in order to ensure that the scores obtained are reliably precise enough for an examiner to make decisions regarding an examinee's level of competence. 99,[101][102][103][104] Boulet and Murray 99 also discussed research into the validity of simulation-based assessments.…”

Review article: Closing the research gap at the interface of learning and clinical practice

“…1 The answer suggesting itself to a scientific community is ''through research conducted to advance knowledge in the field''. This makes it important to understand the nature of this research and its directions, foundation, and limitations.…”