Society For Education In Anesthesia Research Articles

Publication Rate of Abstracts Presented at the 2011-2019 Society for Education in Anesthesia Meetings.

The Society for Education in Anesthesia (SEA) promotes dissemination of discoveries and innovations. We investigated the rate of publication of SEA Spring Meeting abstracts, hypothesizing that Research abstracts were published more frequently than Innovative Curriculum abstracts. We also studied the time between abstract presentation and publication and tracked the journals in which they were published. All abstracts presented at SEA spring meetings from 2011-2019 were included. We searched PubMed for published articles that were based on those SEA abstracts. We calculated the overall publication rate and the respective publication rates for Research and Innovative Curriculum abstracts. We calculated odds ratio (OR) and performed the Pearson χ2 test to compare publication rates between Research abstracts and Innovative Curriculum abstracts. We calculated the mean number of years between meeting presentation and publication and tabulated the number of works published in each journal. A total of 351 abstracts (128 Research and 223 Curriculum) were presented at SEA spring meetings. The overall publication rate was 15% (52/351). Research abstracts were published more frequently than Curriculum abstracts: 24.2% (31/128) versus 9.4% (21/223); OR = 3.1 (95% confidence interval, 1.7-5.6); P = .0003. The mean time from presentation to publication was 1.7 ± 1.3 years. The works appeared in 20 different journals. SEA Spring Meeting abstracts were published less frequently than abstracts from other medical professional society meetings (21%-72.3%). Although the lower publication rate of Innovative Curriculum abstracts unique to the SEA meeting largely explains this shortfall, a relatively low publication rate, even for the Research abstracts, signals opportunities for growth.

Critical Care Medicine Practice: A Pilot Survey of US Anesthesia Critical Care Medicine-Trained Physicians.

This survey assessed satisfaction with the practice environment among physicians who have completed fellowship training in critical care medicine (CCM) as recognized by the American Board of Anesthesiology (and are members of the American Society of Anesthesiology) and evaluated the perceived effectiveness of training programs in preparing fellows for critical care practice. A cross-sectional online survey composed of 39 multiple choice and open-ended questions was administered between August and December 2018 to all members of the American Society of Anesthesiologists (ASA) who self-identified as being CCM trained. The survey instrument was developed and revised in an iterative fashion by ASA committee on CCM and the Society for Education in Anesthesia (SEA). Survey results were analyzed using a mixed-method approach. Three hundred fifty-three of the 1400 anesthesiologists who self-identified to the ASA as having CCM training (25.2%) completed the survey. Most were men (72.3%), board certified in CCM (98.7%), and had practiced a median of 5 years. Half of the respondents rated their training as "excellent." A total of 70.6% described currently working in academic centers with 53.6% providing care in open surgical intensive care units (ICUs). Most anesthesiologist intensivists (75%) spend at least 25% of their clinical time providing ICU care (versus clinical anesthesia). A total of 89% of the respondents were involved in educational activities, 60% reported being in administrative leadership roles, and 37% engaged in scholarly activity. Areas of dissatisfaction included fatigue, lack of collegiality or respect, lack of research training, decreased job satisfaction, and burnout. Analysis suggested moderate levels of job satisfaction (49%), work-life balance (52%), and high levels of burnout (74%). A significant contributor to burnout was with a perception of lack of respect (P = .005) in the work environment. Burnout was not significantly associated with gender or duration of practice. Qualitative analysis of the open-ended responses also identified these 3 variables as major themes. This survey of CCM-trained anesthesiologists described a high rate of board certification, practice in academic settings, and participation in resident education. Areas of dissatisfaction with an anesthesia/critical care practice included burnout, work/life balance, and lack of respect. These results may increase recruitment of anesthesiologists into critical care and inform strategies to improve satisfaction with anesthesia critical care practice, fellowship training.

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.

Development of the Anesthesiology Educational Milestones

In the Next Accreditation System, resident performance and progression assessed through educational Milestones will be used as 1 of a number of quality indicators to evaluate the educational effectiveness of residency programs. The Anesthesiology Milestones will be used to measure the success of individual anesthesiology residents in achieving expected goals of training, and the effectiveness of the residency program will in part be evaluated based on aggregated Milestone performance data. Box Members of the Anesthesiology Milestone Working Group Deborah J. Culley, MD, Brigham and Women's Hospital, Chair Neal Cohen, MD, MPH, MS, University of California, San Francisco Steven Hall, MD, FAAP, Northwestern University Catherine Kuhn, MD, Duke University Loraine Lewis, EdD, RD, Executive Director, Anesthesiology RRC Linda Mason, MD, Loma Linda University Steven P. Nestler, PhD, Accreditation Council for Graduate Medical Education Consultant Rita M. Patel, MD, University of Pittsburgh Scott A. Schartel, DO, Temple University Brian Waldschmidt, MD, Resident Member, University of California, San Francisco Mark Warner, MD, Mayo Clinic Margaret Wood, MD, Columbia University College of Physicians and Surgeons

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 J. Lance LichtorJ. Lance LichtorDr Lichtor is Professor and Section Chief of Pediatric Anesthesia in the Department of Anesthesiology at Yale University, New Haven, Connecticut, USA. He earned his medical degree at the University of Chicago, Pritzker School of Medicine in Chicago, USA. He completed his residency training at University of Colorado Medical School in Denver, USA and went on to do a pediatric anesthesia fellowship at The Children's Hospital in Denver, Colorado, USA. His areas of research interest are in recovery after anesthesia and sleep as it relates to anesthesia. Dr Lichtor serves on the editorial board of the journals Anesthesiology and Anesthesia and Analgesia. He is the web-editor for the journal Anesthesiology and edits its educational supplement Page2Anesthesiology (http://pg2a.org). He has published a number of journal articles and book chapters related to recovery after anesthesia, sleep as it relates to anesthesia as well as outpatient anesthesia. He has been an active member of many professional societies including the Society for Ambulatory Anesthesia and recently served as president of that organization. Viji KurupViji KurupViji Kurup MBBS, MD is Associate Professor in the Department of Anesthesiology at Yale, USA. Viji completed her medical school and anesthesia residency in India before moving to the United States. She then did her residency in Anesthesiology at Yale and continued there with a fellowship in cardiothoracic anesthesia. She has been on as faculty in the department since 2005 where she has developed a career as a medical educator. She is currently Director of Departmental Education. Her main clinical interests are related to thoracic and vascular anesthesia. Viji's research interests include integration of technology in teaching and patient care, and looking at educational outcomes using these tools. She enjoys teaching and has been awarded the Faculty Award for Excellence in Education and Leadership for the Department of Anesthesiology, Yale University School of Medicine, in 2008 and 2012. She is an active member of Society for Education in Anesthesia (SEA) (Outreach and Developing world), and co-founder of ‘SimWorldwide’, a website dedicated to bringing teachers and learners around the world on a common platform as well as Anesthesia Illustrated (www.anesthesiaillustrated.com). She has published a number of journal articles and book chapters related to teaching the millennial generation and using technology in resident education. She is also active in the Connecticut State Society of Anesthesiologists serving as Program Chair for three years and is currently the Vice President of the Association.

Report on the Society for Education in Anesthesia Spring Meeting 2009: “Educating About Safety: Educating Safely” Cosponsored by the Anesthesia Patient Safety Foundation, University of Washington Medical Center and Virginia Mason Medical Center, Seattle, WA, June 4–7, 2009

Report on the Society for Education in Anesthesia Spring Meeting 2009: “Educating About Safety: Educating Safely” Cosponsored by the Anesthesia Patient Safety Foundation, University of Washington Medical Center and Virginia Mason Medical Center, Seattle, WA, June 4–7, 2009

Abstract Presented at the Spring Meeting of the Society for education in Anesthesia

s Presented at the Spring Meeting of the Society for Education in Anesthesia The following abstracts were presented at the Annual Spring Meeting of the Society for Education in Anesthesia: b2005: The Ins and Outs of Anesthesia, Q co-hosted by the Society for Education in Anesthesia and the Children’s National Medical Center, held in Washington, DC, June 3-5, 2005. Armin Schubert, MD, MBA Editor-in-Chief, The Journal of Education in Perioperative Medicine A mastery learning model for assessing competency of medical students using portfolios L. Henson (MD), T. Dews (MD), M. Lotto (MD), J. Tetzlaff (MD), E. Dannefer (MD) Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH Introduction: Student assessment in most medical schools relies on a combination of multiple-choice examinations to test factual knowledge, objective structured clinical examinations scored by standardized patients, or observing faculty to test clinical skills, and global assessments of knowledge, skills, and professionalism (battitudes Q ) by faculty and 0952-8180/$ – see front matter D 2005 Elsevier Inc. All rights reserved. doi:10.1016/j.jclinane.2005.09.003 Fig. 1 Portfolio process for year 1. Shaded boxes indicate competencies tracked for each block of the year 1 schedule. Journal of Clinical Anesthesia (2005) 17, 663–682

Systems Based Practice and Anesthesiology Residency: Report from the SEA Task Force on the ACGME Core Competencies

The Accreditation Council for Graduate Medical Education requires that residents be educated in six general core competencies, but has relied on individual specialties to develop their own definitions, teaching methods and evaluative tools. The Society for Education in Anesthesia took the initiative by organizing a two-day conference to accomplish these goals. Facilitated by four anesthesia educators, anesthesiologists from diverse programs and backgrounds employed open systems theory to better define System-Based Practice and outline key examples specific for anesthesiology. Pre-operative assessment, intraoperative management, inter-disciplinary pain management team, and healthcare facility interactions were selected as forums where observable activities, educational goals and practical assessment tools universal enough to be applicable to most anesthesiology training programs can be developed. The application of open systems theory in the setting of small focus groups proved successful by producing definitions, teaching methods and evaluative tools for SBP. The diversity of the groups should allow the products to have flexibility and widespread use.

Abstracts presented at the spring meeting of the Society for Education in Anesthesia

Abstracts presented at the spring meeting of the Society for Education in Anesthesia

Abstracts presented at the spring meeting of the Society for Education in Anesthesia

Abstracts presented at the spring meeting of the Society for Education in Anesthesia

Abstracts Presented at the Spring Meeting of the Society for Education in Anesthesia

Abstracts Presented at the Spring Meeting of the Society for Education in Anesthesia

Society for Education in Anesthesia Annual Meeting and Workshops. Dallas, Texas, October 8, 1999.

Society for Education in Anesthesia Annual Meeting and Workshops. Dallas, Texas, October 8, 1999.

Report of 15th Annual Fall Meeting of the Society for Education in Anesthesia. Orlando, Florida. October 16, 1998.

Report of 15th Annual Fall Meeting of the Society for Education in Anesthesia. Orlando, Florida. October 16, 1998.

20th Annual Spring Meeting and Workshops of the Society for Education in Anesthesia

20th Annual Spring Meeting and Workshops of the Society for Education in Anesthesia

14th Annual Fall Meeting and Workshops of the Society for Education in Anesthesia

14th Annual Fall Meeting and Workshops of the Society for Education in Anesthesia

Eleventh Annual Meeting of the Society for Pediatric Anesthesia, San Diego, California, October 17, 1997

Eleventh Annual Meeting of the Society for Pediatric Anesthesia, San Diego, California, October 17, 1997

THE CHANGING SIZE OF ANESTHESIOLOGY TRAINING PROGRAMS

S182 Introduction: The number of residents entering anesthesiology training programs has been declining. While the NRMP data has been widely reported, less information has been available about the actual reductions in program size. As part of a survey of resident evaluation practices, data was collected about the size of anesthesiology training programs. Methods: A survey was sent to the program directors of all ACGME approved training programs in anesthesiology. Data about program size was requested. Results: Surveys were sent to 144 training programs; 110 (76%) were completed and returned, for 108 (75%) the questions about the number of residents in training were completed. The average number of residents per class was: CA-1: 7.6 (range 0-23); CA-2: 9.2 (range 1-30); CA-3: 11.7 (range 2-35). Reporting on CA-1 residents, 20 programs had less than 3 residents (6 with zero); 9 had 3 residents; 10 had 4 residents. There were 6 programs in which the total number of residents (CA-1 to CA-3) was fewer than 9; 3 programs had 9 total residents; 8 had 10-12 total residents. The size of the CA-1 class compared to the CA-3 class (as a percentage of CA-3 size) is listed in Table 1 below. The average number of attendings reported was 43. The average resident-faculty ratio was 0.76 (range 0.063-4) with a ratio of <or=to 1 in 89 programs (82%).Table 1Discussion: As expected from the NRMP results, the number of residents entering training in anesthesiology has declined. Approximately sixty percent of programs reported that the size of their CA-1 class had decreased by 25 percent or more compared with their CA-3 class. The decline was generally greater in university programs compared to university affiliated or nonaffiliated programs. This challenges the idea that university programs are more desirable and therefore less vulnerable in the current market. Six programs were below the ACGME minimum requirement of 9 total residents and are, accordingly, in jeopardy of losing their accreditation. Extrapolating from the CA-1 size reported, 29 programs may be in a similar position in two years time if this trend continues. The resident-faculty ratio of less than or equal to one reported by more than 80% of programs suggests opportunities for improved educational experiences with close faculty resident interaction. Also, the reduction in program size provides the opportunity for service obligations to be separated from the educational organization of the program, as alternative arrangements are made to cover the service obligations. This may serve to strengthen the educational program by permitting resident assignments to be made on the basis of their educational value alone. This study was supported by the Society for Education in Anesthesia.

A clinical evaluation system for anesthesiology residents.

Practitioners, educators, and residents in anesthesiology are concerned about issues of reliable evaluation, as advocated by such groups as the American Board of Anesthesiology and the Society for Education in Anesthesia. Further, there is a growing demand by accrediting bodies that training programs demonstrate a consistent and equitable means of evaluating residents' performance. In this article, the authors describe the development of the evaluation system employed by the Baylor College of Medicine and its affiliated hospitals to assess the clinical progress of residents in anesthesiology. The system evaluates the residents' progress in terms of levels of performance that are based on case complexity and degree of staff intervention.