Teaching and learning spinal anaesthesia: anaesthetists‘ attitudes

Abstract

Anaesthetists in Ireland and Hungary believe that learning spinal anaesthesia is determined by factors related to the trainee (motivation, knowledge), the trainer (motivation, communication) and the training programme (feedback, demonstration prior to clinical performance). Differences between respondents from the two countries were identified in regard to attitudes towards problem-based learning and self-awareness. These findings can be used to inform the design of training programmes and simulators.

Determinants of learning ultrasound-guided axillary brachial plexus blockade

“…Our findings are consistent with those of previous works that examined the learning of spinal anaesthesia 4,5 . Data acquired indicate that the majority of anaesthetists in Ireland cannot perform USgABPB competently.…”

Impact of Ultrasound–Assisted Method on Success Rate of Spinal Anesthesia Performed by Novice Trainees: A Retrospective Comparative Study

“…Our results suggest that patients undergoing US-guided spinal anesthesia felt less discomfort compared to those undergoing the Landmark-Guided procedure. Other studies reported opposing results: if the comparison is between the LG and US-guided medial spinal procedures, there was no difference in the discomfort when the procedure is performed by an expert anesthesiologist; if the approach is paramedian, the group with US-guided procedure had lower levels of discomfort compared to the Landmark-Guided group [33,34]. This suggests that the discomfort of the patient could also be heavily influenced by the insertion point (median or paramedian) of the needle.…”