Teaching Our students, Our residents and Ourselves

Abstract

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.

Application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial

“…In contrast, the MOOC platform was used in the present study which was more versatile and the most widely used platform for teaching in China ( 16 ). Besides, residents’ feedback to the class was not optimistic in the traditional teaching mode ( 17 ). Some residents had not prepared before class and knew nothing about the content of teaching.…”

Teaching and training in anaesthesia and critical care to undergraduates, postgraduates and ourselves

“…The undergraduates benefit immensely by being trained with anaesthesiologists who can best introduce them to the core principles of physiology and pharmacology which form the basis for resuscitation, peri operative assessment and care and also physics and medical technology in the clinical setting. 2 A vital aspect of medical education that has been neglected and needs to be addressed is the exposure of the final year medical student to emergency medicine and critical care to familiarize them with the high intensity, high tech environment of acute medicine. The student needs to understand the guiding principles and different approach to treatment of multi-organ failure and the multidisciplinary management of vital organ support.…”