Anesthesia Education Research Articles

Dual professional focus clinical case processed in an interprofessional postgraduate case seminar: Experiences from participants and the perceptions of a professional observer

This article was migrated. The article was not marked as recommended. Background: Inadequate communication between professionals in operating theaters results in impaired medical performance or even in critical events. Interprofessional case seminars, however, can enhance team communication by promoting a deeper understanding of complex situations. Our aim was to evaluate how an interprofessional case seminar using a dual professional focus case in anesthesiology was perceived by the participants. Method: A case seminar was held for 20 nurse anesthetists enrolled in a postgraduate course and for six anesthesiology residents. Transcripts of the case were distributed in advance for individual study and group discussion. The evaluation was based on the responses provided by participants who completed a semistructured questionnaire and from the perceptions of a professional observer. Results: Twenty participants completed the questionnaire; 53% of the respondents had previous experience with case methodology, and 89 different statements were obtained. Of these, 48% were positive and 11% were negative. The remaining 40% of the statements related to previous experiences with case methodology and to suggested improvements. The positive statements proposed that case methodologies are suitable for sensitive issues and beneficial for meetings and exchanges between different professionals. Negative statements focused instead on lack of time, overly large groups, too much speculation, and inadequate preparation or presentations by the participants. Conclusion: Interprofessional case seminars using a dual professional focus may be suitable for postgraduate education in anesthesia. This technique may improve interprofessional communication and may call attention to the importance of soft issues, such as ethics, communication, organization, and leadership in addition to that of the medical dimension.

Editorial introductions

Current Opinion in Anesthesiology was launched in 1988. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The field of anesthesiology is divided into 15 sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Section Editors for this issue. SECTION EDITORS Susan Dabu-BondocSusan Dabu-BondocSusan Dabu-Bondoc, MD is Assistant Professor in the Department of Anesthesiology at Yale University, New Haven, CT, USA. Dr Dabu-Bondoc graduated from the University of the Philippines and the Far Eastern University in Manila, Philippines. She commenced her postgraduate medical career in the United States at the University of Medicine and Dentistry of New Jersey and completed residency in anesthesiology at Yale University School of Medicine. She has been a faculty member in the Department of Anesthesiology, Yale School of Medicine since and a practicing anesthesiologist at Yale New Haven Hospital, CT. Her medical career has centered on ambulatory anesthesia and was a director of post-anesthesia care unit (PACU) in the ambulatory division at Yale New Haven Hospital. Currently she directs Yale anesthesia residents for non-OR anesthesia (NORA) education and training. Dr Bondoc's research interests include ambulatory anesthesia, postoperative recovery and outcomes. She has presented numerous abstracts, presented several talks and has published research journal articles, book chapters, and reviews on topics related to ambulatory anesthesia, perioperative outcomes, and postoperative recovery. She has been an active member of the Society for Education in Anesthesia (SEA) and American Society of Anesthesiologists (ASA). She has served committees in research on anesthesia education and faculty development at the SEA. Mark J. RiceMark J. RiceDr Rice received his MD degree from the University of Wisconsin School of Medicine and is Professor of Anesthesiology, Division Chief for Multispecialty Anesthesia, and Associate Vice Chair of Clinical Affairs at Vanderbilt University Medical Center in Nashville, Tennessee. His academic interests include the accuracy, interferences, and statistical analysis of point-of-care (POC) blood measurement devices. He has published numerous research articles, reviews, and editorials regarding the use and statistical analysis of various glucose and hemoglobin POC devices. Dr Rice holds nine US patents. He has founded two start-ups, including a pharmaceutical distribution business that was sold to a major investment group and a glucose measurement start-up that raised more than $25 million from four of the leading medical device venture capital firms. Dr Rice also consults for Roche Diabetes Care. He has spoken to a joint FDA/CMS/Joint Commission meeting regarding recent regulatory changes of glucose meters. He is very interested in resident education and has received the annual resident's teaching award four times at three different institutions. Dr Rice serves on the American Board of Anesthesiology's MOCA Minute Committee editorial board.

Diastolic dysfunction in anaesthesia and critical careBJA Education,2016, 16(9): 287–291, DOI 10.1093/bjaed/mkw007

Diastolic dysfunction in anaesthesia and critical careBJA Education,2016, 16(9): 287–291, DOI 10.1093/bjaed/mkw007

Tracheoesophageal Fistula Following Post-Intubation Esophageal Perforation

SESSION TITLE: Student/Resident Case Report Poster - Signs and Symptoms of Chest Disease SESSION TYPE: Student/Resident Case Report Poster PRESENTED ON: Tuesday, October 25, 2016 at 01:30 PM - 02:30 PM INTRODUCTION: The formation of tracheoesophageal fistula (TEF) following intubation is an infrequent complication that typically occurs in the setting of prolonged intubation rather than secondary to esophageal perforation.1 There are no reports of fistulization after post-intubation esophageal perforation. CASE PRESENTATION: A 50 year old woman presented with dysphagia for two months as well as chest pain, chills, and productive cough for three days prior to admission. She was afebrile with stable vital signs and physical exam was unremarkable except for healed tracheostomy and healed bilateral neck incisions. Five months prior to admission she had undergone a colonoscopy during which she was intubated. Post-procedure she developed mediastinitis and a retropharyngeal abscess. Cervical exploration revealed an esophageal perforation. This was stented endoscopically. The patient passed a video swallow test and was discharged. In the three months between discharge and readmission, the patient was hospitalized twice for respiratory infections. At the time of presentation, CT chest demonstrated viscous fluid within the stent. Upper endoscopy demonstrated a 3 cm TEF 20 cm from the incisors with a stent that had migrated distally. Bronchoscopy demonstrated a 1.5 cm void at the posterior trachea 6 cm above the carina. After four esophageal stent revisions complicated by stent migration and improper fit, adequate seal of the fistula was achieved with Strattice mesh and fully covered esophageal stent along with a tracheal stent. DISCUSSION: This case represents a rare instance of esophageal perforation secondary to intubation with subsequent TEF formation. TEF in adults is generally encountered with malignancy, foreign body ingestion, caustic injury, trauma, or iatrogenic causes such as complications of tracheostomy cuffs.2 Dysphagia after stenting can be caused by bolus obstruction or stent migration, and this patient had evidence to support both theories given viscous fluid in the stent on CT as well as migration on endoscopy.3 Her recurrent respiratory infections and productive cough correlate with pulmonary contamination due to an aberrant communication with the esophagus. CONCLUSIONS: Dysphagia after stenting of benign esophageal lesions such as a stricture, leak, perforation, or fistula would more likely indicate stent migration, which is the most common complication, or perhaps bolus obstruction.3 However, recurrent respiratory infections and productive cough in a patient stented for esophageal pathology should raise suspicion for tracheoesophageal fistula. Reference #1: Paraschiv M. Tracheoesophageal fistula - a complication of prolonged tracheal intubation. Journal of Medicine and Life. 2014;7(4):516-521. Reference #2: Acquired tracheo-oesophageal fistula in adults. Diddee R and Shaw I. Continuing Education in Anaesthesia, Critical Care & Pain. 2006;6(3):105-108. Reference #3: Hindy P, Hong J, Lam-tsai Y, Gress F. A comprehensive review of esophageal stents. Gastroenterol Hepatol. 2012;8(8):526-34. DISCLOSURE: The following authors have nothing to disclose: Mohammad Karimzada, Jessica Keeley, Dennis Kim No Product/Research Disclosure Information

Peer-assisted learning combined with micro-teaching for international undergraduates during anesthesia internship

Objective To explore the peer assisted learning approach combined with micro-teaching in anesthesia internship for oversea students. Methods 60 international medical students were randomly divided into two groups. Students in the control group have peer guidance before routine theatre observation, while students in experimental group discuss micro-teaching of anesthetic skills with each other by watching real time videos from smart phone. Students' subjective attitudes to new approach were evaluated and their final exam score were analyzed. SPSS 11.0 was used for data processing and the data was made descriptive analysis, t test and analysis of variance. Results Students in experimental group did better in both theory exam(46.8±4.03)vs.(35.7±6.12)and practice exam(35.2±3.20)vs.(27.6±4.71)than those in control group, and the total scores of two groups were(80.5±7.40)and(63.1±6.81)respectively. These scores all had significant difference between two groups. More students from experimental group than those from control group feel interested in anesthesiology(P<0.01)and feel confident about exams(P<0.05); There was no dif-ference between two groups in understanding clinical guideline(P=0.57). Conclusion Peer assisted learning combined with micro-teaching is proved to enhance the quality of anesthesia teaching during internship for oversea undergraduates. Key words: Peer-assisted learning; Micro-teaching; Anesthesiology

The link between anesthesiology and neurology: a mindful cooperation to improve brain protection.

Preventing neurological injury is mandatory during the perioperative period of any kind of surgery and in the care of critically ill patients in the intensive care unit. During daily practice, both anesthesiologists and neurologists focus on brain protection as an integral part of systemic homeostasis maintenance. This article highlights the intriguing overlap between anesthesiology and neurology in clinical practice along with its potential implications for outcome. Moreover, it focuses on the importance of the complementary expertise of both specialists in maintaining cerebral homeostasis, with the aim of improving outcome. A review of available evidence on anesthesiology and neurology interplay in clinical practice along with its potential implications for outcome has been conducted. Clinical vigilance and the use of shared monitoring and diagnostic technology could allow early recognition and treatment of cerebral dysfunction occurring in the perioperative period or in the critical care setting, thus reducing morbidity and mortality. In order to improve patient safety and outcome, neurologists and anesthesiologists should more closely and successfully collaborate, using shared monitoring tools and integrating traditional areas of expertise. Daily activity, education, research and training programs in anesthesia and neurology could benefit from a stronger relationship with each other.

Demographics and Scholarly Productivity of American Board of Anesthesiology Volunteers: Results of an Internet-Based Bibliometric Analysis.

The American Board of Anesthesiology (ABA) has been responsible for certification of anesthesiologists since 1938. Selected ABA diplomates provide their expertise to write the ABA's written and oral examinations and to administer the oral examination required for primary certification. The demographics, administrative and educational duties, and scholarly productivity of ABA volunteers and their dependence on subspecialty certification, transesophageal echocardiography (TEE) credentials, and grant funding are unknown. Observational study. Internet analysis. ABA volunteers who participated in the 2015 primary certification examinations identified from the 2016 issue of ABA News. None. The 2016 issue of ABA News was downloaded from the public ABA website and was used to identify all volunteers who participated in any aspect of the 2015 primary certification process. Each individual's practice type, faculty rank if applicable, and affiliation were identified using Google with the keyword "anesthesiology." The practice location, time, and interval after original ABA certification; additional ABA subspecialty certification; the number of publications and citations; publication rate; citations per publication; and the H-, M-, and i-10 indices were obtained using the ABA and Scopus databases. Credentials in TEE were identified for each individual using the National Board of Echocardiography database. National Institutes of Health (NIH) and Foundation for Anesthesia Education and Research (FAER) funding for each volunteer was evaluated using NIH Research Portfolio Online Reporting Tools and the FAER alumni databases, respectively. Three hundred ninety-three ABA volunteers were identified and analyzed. Three hundred ten individuals currently hold academic appointments (83.5%), whereas 83 (16.5%) hold private practice or military positions. Sixty-seven volunteers have major administrative roles (eg, dean, chief executive officer, associate or assistant dean, chair, vice chair). Thirty-five individuals are program directors of anesthesiology residencies or fellowships. Volunteers published 10,072 manuscripts that have been cited 194,835 times. Volunteers also received 51 NIH grants and 36 FAER grants. The median H-, M-, and i10-indices of volunteers were 4, 0, and 3, respectively. Scholarly productivity was dependent on academic rank, career duration, additional degrees, and extramural funding, but not on practice location, subspecialty certification, TEE credentials, or sex. These results indicated that ABA volunteers are leaders in anesthesiology with established records of administrative, educational, and scholarly accomplishment.

American-trained Chinese anesthesiologists: how are they doing?

More than 60 years have passed since 3 pioneer Chinese anesthesiologists were trained by American physicians. After returning to China, they applied their new knowledge and skills to develop a new anesthesia specialty in their own country. Over the past 2 decades, close to 600 Chinese medical graduates have been trained in the United States and have become part of the American anesthesia workforce. Unlike their elder generation, they did not go back to China after their training. People are always wondering how this new generation of American-trained Chinese anesthesiologists is doing in a different culture and different health care and political systems. This review indicates that these newly American-trained Chinese anesthesiologists not only provide high-quality patient care but also conduct outstanding anesthesia teaching and research. In addition, as their pioneer anesthesiologists did in China, they use professional organizations and publications as 2 major means to advance professional development and promote academic exchanges between Chinese and American anesthesiologists, through which American anesthesiology continues to have influence on modern Chinese anesthesiology.

Evaluation of the Foundation for Anesthesia Education and Research Medical Student Anesthesia Research Fellowship Program Participants’ Scholarly Activity and Career Choices

The Foundation for Anesthesia Education and Research Medical Student Anesthesia Research Fellowship (MSARF) program is an 8-week program that pairs medical students with anesthesiologists performing anesthesia-related research. This study evaluated the proportion of students who published an article from their work, as well as the percentage of students who entered anesthesiology residency programs. A list of previous MSARF participants (2005 to 2012), site, and project information was obtained. Searches for publications were performed using PubMed. The primary outcome was the publication rate for MSARF projects. The MSARF abstract-to-publication ratio was compared with the percentage of abstracts presented at biomedical meetings that resulted in publication as estimated by a Cochrane review (44%). For students who had graduated from medical school, match lists from the students' medical schools were reviewed for specialty choice. Forty-two percent of the 346 MSARF projects were subsequently published. There was no difference between the MSARF abstract-to-publication ratio and the publication rate of articles from abstracts presented at scientific meetings (P = 0.57). Thirty percent (n = 105; 95% CI, 25 to 35%) of all the MSARF students were authors on a publication. Fifty-eight percent of the students for whom residency match data (n = 255) were available matched into anesthesiology residencies (95% CI, 52 to 64%). The MSARF program resulted in many students being included as a co-author on a published article; the majority of these students entered anesthesiology residency programs. Future research should determine whether the program has a long-term impact on the development of academic anesthesiologists.

The future of regional anesthesia education: lessons learned from the surgical specialty.

Application of ultrasound in regional anesthesia has now become the standard of care and its use has shown to reduce complications. Nevertheless, gaining expertise in ultrasound-guided regional anesthesia requires the acquisition of new cognitive and technical skills. In addition, due to a reduction in resident working hours and enforcement of labour laws and directives across various states and countries, trainees perform and witness fewer procedures. Together, these issues create challenges in the teaching and learning of ultrasound-guided regional anesthesia in the time-based model of learning. The challenges of teaching ultrasound-guided regional anesthesia are similar to those experienced by our surgical counterparts with the advent of minimally invasive surgery. In order to overcome these challenges, our surgical colleagues used theories of surgical skills training, simulation, and the concept of deliberate practice and feedback to shift the paradigm of learning from experience-based to competency-based learning. In this narrative review, we describe the theory behind the evolution of surgical skills training. We also outline how we can apply these learning theories and simulation models to a competency-based curriculum for training in ultrasound-guided regional anesthesia.

Scholarly Productivity and National Institutes of Health Funding of Foundation for Anesthesia Education and Research Grant Recipients

BACKGROUND The Foundation for Anesthesia Education and Research (FAER) grant program provides fellows and junior faculty members with grant support to stimulate their careers. The authors conducted a bibliometric analysis of recipients of FAER grants since 1987. METHODS Recipients were identified in the FAER alumni database. Each recipient's affiliation was identified using an Internet search (keyword anesthesiology). The duration of activity, publications, publication rate, citations, citation rate, h-index, and National Institutes of Health (NIH) funding for each recipient were obtained using the Scopus (Elsevier, USA) and NIH Research Portfolio Online Reporting Tools (National Institutes of Health, USA) databases. RESULTS Three hundred ninety-seven individuals who received 430 FAER grants were analyzed, 79.1% of whom currently hold full-time academic appointments. Recipients published 19,647 papers with 548,563 citations and received 391 NIH grants totaling $448.44 million. Publications, citations, h-index, the number of NIH grants, and amount of support were dependent on academic rank and years of activity (P < 0.0001). Recipients who acquired NIH grants (40.3%) had greater scholarly output than those who did not. Recipients with more publications were also more likely to secure NIH grants. Women had fewer publications and lower h-index than men, but there were no gender-based differences in NIH funding. Scholarly output was similar in recipients with MD and PhD degrees versus those with MD degrees alone, but recipients with MD and PhD degrees were more likely to receive NIH funding than those with MDs alone. CONCLUSION Most FAER alumni remain in academic anesthesiology and have established a consistent record of scholarly output that appears to exceed reported productivity for average faculty members identified in previous studies.

A comparative study of GASMAN software and traditional way in the teaching of inhalation anesthesia

Objective To compare and observe the effect of GASMAN software computer aided and traditional teaching method in the teaching of inhalation anesthesia. Methods 48 members of interns who need to enter the inhalation anesthesia department to study the theory of inhalation anesthesia were randomly divided into either GASMAN software group or traditional group with 24 people in each group, using the above two methods to carry on the study of inhalation anesthesia. After the end of the teaching course, the study effect and the satisfaction degree of the two groups of students were investigated by the written exam and questionnaire. SPSS 11.5 was used for statistical analysis, using±s to express measurement data. The results of the examination were compared with the independent sample t test, and the satisfaction survey feedback was compared with chi square test, The difference was statistically significant (P<0.05 ). Result The mean score of GASMAN software group (95.4±2.7) was significantly higher than that of traditional group(85.0±3.5) (t=11.5, P=0.000). Satisfaction survey results showed that GASMAN computer assisted instruction software learning was easier for students to accept, and there were significant difference between two groups (P=0.001). Conclusion Teaching mode of GASMAN software is a good learning technique of inhalation anesthesia, which is worthy of promotion. Key words: Inhalation anesthesia; GASMAN software; Computer assist

Anesthesia in obstetrics: Tried and trusted methods, current standards and new challenges

Obstetric analgesia and anesthesia have some specific aspects, which in particular are directly related to pathophysiological alterations during pregnancy and also to the circumstance that two or even more individuals are always affected by complications or therapeutic measures. This review article deals with some evergreens and hot topics of obstetric anesthesia and essential new knowledge on these aspects is described. The article summarizes the talks given at the 16th symposium on obstetric anesthesia organized by the Scientific Committee for Regional Anaesthesia and Obstetric Anaesthesia within the German Society of Anaesthesiology. The topics are in particular, special features and pitfalls of informed consent in the delivery room, challenges in education and training in obstetric anesthesia, expedient inclusion of simulation-assisted training and further education on risk minimization, knowledge and recommendations on fasting for the delivery room and cesarean sections, monitoring in obstetric anesthesia by neuraxial and alternative procedures, the possibilities and limitations of using ultrasound for lumbal epidural catheter positioning in the delivery room, recommended approaches in preparing peridural catheters for cesarean section, basic principles of cardiotocography, postoperative analgesia after cesarean section, the practice of early bonding in the delivery room during cesarean section births and the management of postpartum hemorrhage.

Teaching and learning in undergraduate anaesthesia: a quantitative and qualitative analysis of practice at the University of Auckland.

Anaesthesia encompasses a broad range of knowledge and skills of relevance to graduating doctors. For the majority of new doctors, an undergraduate clinical rotation is their only exposure to anaesthesia practice. However, the content and approach to undergraduate anaesthesia education varies between institutions. We explored our students' views and experiences, and teaching approaches and expectations of consultant anaesthetists during a clinical attachment in anaesthesia. Our mixed-method design included student and staff surveys, logbook analysis and student focus groups. Logbook analysis of all 202 students showed mean numbers of attempts for bag-mask ventilation, laryngeal mask insertion, tracheal intubation and IV cannulation were 6.8, 3.9, 3.3 and 4.5, respectively. Focus group responses (11 students, three groups) suggested a mismatch between students' expectations of performing clinical skills and the available opportunities, particularly for IV cannulation. Students often felt reluctant to ask anaesthetists to teach them, and appreciated clinician-led engagement in all aspects of learning patient management. Among the 78 anaesthetists (29.3%) responding to the survey, the five tasks most frequently identified as suitable for teaching to students all related to airway management. Our study found much unanticipated variability in student exposure, teaching practice and attitudes to teaching various skills or procedures between anaesthetists, and student opinion of their clinical attachment. The findings resulted in a review of many aspects of the attachment. It is likely that other institutions will have similar variability and we recommend they undertake similar exercises to optimise teaching and learning opportunities for undergraduate anaesthesia.

A literature review on observational learning for medical motor skills and anesthesia teaching.

Motor skill practice is very important to improve performance of medical procedures and could be enhanced by observational practice. Observational learning could be particularly important in the medical field considering that patients' safety prevails over students' training. The mechanism of observational learning is based on the mirror neuron system, originally discovered in the monkey pre-motor cortex. Today we know that humans have a similar system, and its role is to understand and reproduce the observed actions of others. Many studies conclude that humans are able to plan and to make movements based on visual information by mapping a representation of observed actions, especially when the motor system is committed to do it. Moreover most researchers considered observational learning effective for complex skills, such as medical procedures. Additionally, observational learning could play a relevant role during anesthesia training since the learner works in pairs most of the time (dyad practice). Some teaching approaches should be taken into consideration: an implicit engagement of the observer motor system is required, immediate feedback seems to have an important effect, and a combination of observational and physical practice could be better than physical practice alone. In an environment where effectiveness and efficacy are essential, observational learning seems to fit well.

Anaesthesia education in Nepal - What residents think

Background: Education in Anesthesiology is one of the growing fields of medical education in Nepal. The feedback and constructive suggestions from the Anesthesiology residents regarding their training program is essential for the improvement of the training program.Methods: This prospective questionnaire based study was done at five different medical institutions of Nepal where postgraduate training in Anesthesiology is available. Questionnaire consisting of several questions related to anesthesia training were distributed to 45 anesthesiology residents of different institutions and were asked to fill and return to the investigator.Results: Out of 45 questionnaires 38 responded. Only 50% of the respondents said that classes were regular in their institution. Only 23.68% of the residents were satisfied with the exam system. More than two third (76.32%) felt that their undergraduate education in anesthesiology was inadequate. Majority of the residents think that the education in anesthesiology in Nepal is at par or better than education in other subjects and 81.58% think that it is becoming better than before. Half of the residents feel that the facilities provided to them is better considering the national condition. Sixty-six percent of the residents think that the future of anesthesia in Nepal is bright.Conclusion: Majority of the residents think that the anesthesia education in undergraduate level is inadequate and developing anesthesia as a separate subject may attract more students to join anesthesiology. Most of the residents are satisfied with the improvement in education in anesthesia and its future but feel that there are lot more to do.Journal of Society of Anesthesiologists 2014 1(2): 65-69

Nurse anesthesia education

Nurse anesthesia education

Scholarly productivity and national institutes of health funding of foundation for anesthesia education and research grant recipients: insights from a bibliometric analysis.

The Foundation for Anesthesia Education and Research (FAER) grant program provides fellows and junior faculty members with grant support to stimulate their careers. The authors conducted a bibliometric analysis of recipients of FAER grants since 1987. Recipients were identified in the FAER alumni database. Each recipient's affiliation was identified using an Internet search (keyword "anesthesiology"). The duration of activity, publications, publication rate, citations, citation rate, h-index, and National Institutes of Health (NIH) funding for each recipient were obtained using the Scopus (Elsevier, USA) and NIH Research Portfolio Online Reporting Tools (National Institutes of Health, USA) databases. Three hundred ninety-seven individuals who received 430 FAER grants were analyzed, 79.1% of whom currently hold full-time academic appointments. Recipients published 19,647 papers with 548,563 citations and received 391 NIH grants totaling $448.44 million. Publications, citations, h-index, the number of NIH grants, and amount of support were dependent on academic rank and years of activity (P < 0.0001). Recipients who acquired NIH grants (40.3%) had greater scholarly output than those who did not. Recipients with more publications were also more likely to secure NIH grants. Women had fewer publications and lower h-index than men, but there were no gender-based differences in NIH funding. Scholarly output was similar in recipients with MD and PhD degrees versus those with MD degrees alone, but recipients with MD and PhD degrees were more likely to receive NIH funding than those with MDs alone. Most FAER alumni remain in academic anesthesiology and have established a consistent record of scholarly output that appears to exceed reported productivity for average faculty members identified in previous studies.

DrawMD APP-aided preoperative anesthesia education reduce parents anxiety and improve satisfaction

ObjectiveThere is no existing standard format for preoperative anesthesia education. The drawMD APP is an visible preoperative education tool. The aim of this study was to evaluate the effects of drawMD APP on pre-operative anesthesia education. MethodsThe parents were randomized to receive drawMD APP-aided pre-operative anesthesia education or standard verbal education. Parental anxiety was measured before education (T0) and immediately after education (T1), and after operation (T4). Children’s anxiety was assessed before education (T0) and at the operation room (T2). Children’s emergence behavior and Parents’ satisfaction were assessed after operation (T4). ResultsThe parents’ anxiety levels at T1 and T4 were significantly lower than that of the control. The satisfaction scores in the drawMD group were significantly higher than that in the control group. There were no differences in children’s anxiety and the incidence of emergence delirium between the two groups. ConclusionsThe drawMD APP-aided pre-operative education is effective in the reduction of parental pre-operative anxiety and in improvement of parents’ satisfaction, but has no influence on children. Practice implicationsAnesthesiologists can consider using drawMD APP to conduct pre-operative education in parents whose children are scheduled for surgery.

Assessing the Academic Productivity of Foundation for Anesthesia Education and Research (FAER) Resident Scholars

The Foundation for Anesthesia Education and Research Resident Scholar Program (RSP) supports academically promising anesthesiology residents to attend mentoring seminars at the American Society of Anesthesiologists annual meeting. The objective of this study was to describe the career paths of RSP participants. Prior RSP participants were surveyed regarding their academic productivity and their evaluation of the RSP experience. Univariate statistics were used to characterize the survey results. A total of 882 RSP participants were surveyed. The response rate was 26%. Seventy-two percent of respondents had worked in an academic institution, and 45% (95% CI: 38%-51%) were currently at an academic institution, which is higher than the national average of 18% (P<0.001). This program may be a model for supporting the development of future academic anesthesiologists.