Teaching Of Anesthesiology Research Articles

Avaliação do impacto de ensino teórico de anestesiologia à distância para estudantes de medicina

Abstract: Introduction: Due to the high contamination rate and number of cases of the SARS-Cov-2, local authorities decreed the closure of universities and schools, which has forced these institutions to come up with innovative solutions for the continuation of their activities. Objective: The aim of this study is to assess both the impact and level of satisfaction amongst undergraduate students of the online teaching of theoretical anesthesiology as an alternative method to the face-to-face teaching as the latter is currently impaired by the difficulties imposed by the pandemic. Methodology: The teaching method chosen consisted of conducting online classes taught by a specialist using the Microsoft Teams platform. The level of knowledge of the participants was assessed through the application of questionnaires before and after each term of the course. Results: A total of 812 questionnaires were completed, with a significant increase of 41.61% in the average of correct answers (3.94 vs 5.57; p <0.001). Conclusion: The main focus of this study is that the e-learning of theoretical anesthesiology and its results showed considerable increase in the students’ knowledge. Also, it was observed that the levels of satisfaction were higher than the expectation levels.

Virtual Compared to In-Person Obstetric Anesthesiology Trainee Education During the COVID-19 Pandemic: A Short Report.

Background: The COVID-19 pandemic brought many changes to medical training, including in-person education platforms being disbanded and replaced with virtual education. At our institution, dedicated obstetric anesthesiology teaching for residents and fellows occurs daily and is highly valued and rated. In March 2020 due to the COVID-19 pandemic, we changed the teaching platform from in-person to virtual teaching (via video communication). We subsequently surveyed residents, fellows, and attendings to determine the impact of virtual compared with in-person teaching.Methods: To assess the impact of this change, an electronic survey was sent to 10 anesthesiology residents on their 2nd obstetric anesthesiology rotation, and 10 residents on their 1st rotation, respectively. The electronic survey was also sent to three fellows and eight obstetric anesthesiology attendings. Answers were based on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree).Results: The results for 1st rotation residents were higher in all domains compared with 2nd rotation residents and fellows, where “quality” achieved statistical significance (p=0.009) between 1st and 2nd rotation residents. “Engagement” was overall the most impacted domain for trainees. Attendings did not feel that virtual teaching impacted their ability to provide adequate education, however, learner engagement was again the lowest rated domain, and teachers strongly favored resuming in-person teaching.Conclusions:Virtual teaching is an appropriate alternative when in-person teaching is not possible. Future initiatives are needed to improve engagement and better facilitate virtual teaching.

Observation of the Application Effect of Multi-modal Teaching Method in Clinical Anesthesiology Teaching

Observation of the Application Effect of Multi-modal Teaching Method in Clinical Anesthesiology Teaching

A Study on the Role of Intelligent Medical Simulation Systems in Teaching First Aid Competence in Anesthesiology.

Anesthesiology is a subject with strong practicality and application. Undergraduate anesthesiology teaching needs to strike a balance between theoretical knowledge, clinical skill training, and clinical thinking development. Clinical probation and practice are an important part of undergraduate anesthesia teaching. Traditional clinical teaching uses real patients for demonstration and training, but as patients become more self-protective and less cooperative, there are not enough patients for clinical skill training. Simulation is to teach medical scenes in real life under the control of standardized technical guidelines and parameters. Since then, with the rapid development of computer technology, simulation technology and simulation teaching have been greatly developed and are more and more used in clinical teaching, skill evaluation, and scientific research. This study explores the effective methods of clinical teaching in anesthesiology by comparing the effectiveness of traditional teaching methods and simulation teaching methods in undergraduate clinical teaching. It is difficult to combine theory and practice in first aid, which does not allow them to directly receive and deal with emergency medical treatment and resuscitation. In China's current medical environment and patients' high demand for medical services, it is imperative to vigorously carry out simulated medical education. In the eastern part of Inner Mongolia, according to the advantages of teaching hospitals, our hospital took the lead in carrying out the simulation education project, which is still in the exploratory stage and not systematic enough. This study will help us to better carry out simulation teaching and improve the clinical skills of medical students in the future. Methods. The student group and class took the advanced simulator training as the experimental group, applied the advanced integrated simulator and other systems of the Norwegian company, referred to the international guidelines for cardiopulmonary resuscitation and cardiovascular first aid in 2005, and practiced in the emergency department during the clinical internship and “emergency clinical simulation training” course. The course includes basic life support, advanced life support, and comprehensive training of CPR (cardiopulmonary resuscitation) and endotracheal intubation. Results. The passing rate of simulated first aid practice was 94.4%; 100% of the students think it is necessary to set up the course, 91% of the students think it is practical, 91% of the students think the course content is reasonable and perfect, and 77%–100% of the students think the course has improved their first aid operation ability, comprehensive application of knowledge, and clinical thinking ability. Conclusion. Carrying out the course of “clinical simulated first aid training” through the advanced simulator system can effectively improve the interns' clinical first aid operation ability, teamwork ability, and self-confidence, improve the students' clinical thinking and judgment ability, and improve the service level to patients.

Application of CBL Teaching Method Combined with Situational Simulation Teaching in Clinical Teaching of Anesthesiology and Its Influence on Improving Theoretical Knowledge and Clinical Practice Ability of Anesthesiology Medical Students

Objective. To analyze the application of case based learning (CBL) teaching method combined with situational simulation teaching in clinical teaching of anesthesiology and its influence on improving theoretical knowledge and clinical practice ability of anesthesiology medical students. Methods. 42 anesthesiology medical students who came to our hospital for internship from March 2019 to March 2020 were selected as the research objects, and were randomly divided into the study group and the reference group, with 21 students in each group. The CBL teaching method combined with situational simulation teaching was adopted for the study group, while the traditional teaching mode was adopted for the reference group. After the teaching, both groups of students were assessed in theory and skill operation, and the scores were compared. Results. There was no significant difference in gender ratio, average age, only-child or not, home address and aspiration to choose this major between the two groups (P>0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P<0.001), and the scores in the study group were significantly higher than those in the reference group (P<0.001). The scores of fill-in-the-blankquestions, noun explanations and essay questions of the study group were significantly higher than those of the reference group (P<0.001). The study group was better than the reference group in deepening learning and memory,improving autonomous learning ability, stimulating learning interest, and cultivating clinical thinking (P<0.05). The scores of professional practical ability, professionalattitude,management ability, interpersonal communication ability, professional development ability, and critical thinkingability in the study group were significantly higher than those in the reference group (P<0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P<0.001), and the score in the study group was significantly higher than that in the reference group (P<0.001).The total recognition of the study group was significantly higher than that of the reference group (P<0.05). Conclusion. CBL teaching method combined with situational simulation teaching can significantly improve students’ mastery of theoretical knowledge and practical operation of clinical anesthesiology, and stimulate their humanistic care consciousness, which can lay the foundation for cultivating professional talents of anesthesiology in our hospital.

Knowledge about airway approach in medicine academics

Introduction: The approach to the airways is a common practice in medical life, being a delicate situation susceptible to complications, which requires skill. The objective of this work is to analyze the profile of airway instruction of students in the sixth year of medicine at a Federal University. Methods: Students answered an airway questionnaire. Theoretical knowledge about airway predictors, such as Mallampati and Cormack-Lehane classification, practices and mastery in orotracheal intubation, and use and knowledge of auxiliary devices for airway management were addressed. Answers were coded into spreadsheets for analysis. Results: Fifty students participated in the research (adherence of 62.5%), with a mean age of 25.5 years (22-37 years old) and equal gender divisions. The analysis showed that 100% of academics know the Mallampati Classification, but only 38% know the Cormack-Lehane. As for the practice of orotracheal intubation, 68% performed at least one orotracheal intubation in patients during graduation. About the knowledge of auxiliary and supraglottic devices, 86% say they know the Bougie and 82% at least one supraglottic device. As for the need to establish a surgical airway, 32% reported being able to establish it. Conclusion: Despite the teaching of anesthesiology in the mandatory curriculum at our institution, there is a need for new approaches at different times in the academic course. The practice of activities in the fields of teaching, research and extension aimed at consolidating knowledge of predictors and training in situations of airway management and the use of auxiliary devices should be encouraged.

Perceptions of Regional Anesthesia for Pediatric Supracondylar humerus fractures – a multispecialty survey

Background The purpose of this study was to compare the prior experiences, perceived risks, benefits, complications, and practice patterns in the use of regional anesthesia for pediatric supracondylar humerus fractures between orthopaedic surgeons and anesthesiologists to better understand the attitudes and experiences governing perioperative pain management in the opioid crisis. Methods An online survey consisting of 22 multiple-choice questions regarding usage of regional anesthesia for perioperative pain management of supracondylar humerus fractures was approved by the Evidence-based Practice committee of the Pediatric Orthopaedic Society of North America (POSNA) and distributed to the active members. The same survey was also distributed to anesthesiologists associated with pediatric anesthesiology teaching centers between January 2019-June 2019. The results were captured anonymously using a RedCAP database, after which the data was exported for analysis. Results Two hundred and seventy nine physicians participated in this survey (n=249 orthopaedic surgeons [89.2%]; n=30 anesthesiologists [10.8%]). In total, 162/279 (58.1%) reported at least 10 years of practice, 236/279 (84.6%) reported practicing in an academic setting, and 185/279 (66.3%) reported a minimum volume of 20 applicable cases per year. 69.9% of Orthopaedic surgeons were moderately or highly concerned regional anesthesia would mask a compartment syndrome compared to only 10% of anesthesiologist sharing that same level of concern (p<0.001), although similar numbers of respondents treated patients with volkman’s contracture after a supracondylar humerus fracture. 76.1% of orthopaedic surgeons did not believe the level of perioperative pain warranted regional anesthesia compared to only 6.7% of anesthesiologists (p=0.005). Conclusion This multidisciplinary survey highlights the distinct differences in perceptions of regional anesthesia for supracondylar humerus fractures. These perceptional differences frame our opinions and willingness to changes our practices. This survey suggests perceptions on pain, risks, and benefits of regional anesthesia vary greatly between two major stakeholders treating the same injury.

The Application of the Online and Offline Interactive Teaching Method in Clinical Anesthesiology Teaching

Objective. To explore whether better teaching effect can be achieved by applying the online and offline interactive teaching method to clinical anesthesiology teaching. Methods. Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups. The experimental group (32 students) adopted the online and offline interactive teaching method. The control group (31 students) adopted the traditional teaching method. The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group. Results. The score of the theoretical test of students in the experimental group (79.31 ± 4.54) was higher than that of students in the control group (75.61 ± 4.88), and the difference achieved statistical significance p < 0.05 . 81.3% of the students think that the interactive teaching method enhances the interest of learning. 90.6% (29/32) of the students in the experimental group hold positive attitude towards the fact that the overall learning effect can be improved by the online and offline interactive teaching method. Conclusions. The online and offline interactive teaching method can not only improve students’ theoretical test results but also help to improve students’ learning participation. Students have given a high score for the evaluation of the online and offline interactive teaching method; good teaching effect has been achieved.

Design of a Cycle of Improvement for the virtual teaching of anesthesiology in the subject of Fundamental of Surgery. Anesthesiology-Resuscitation in the Medicine Degree

Design of a Cycle of Improvement for the virtual teaching of anesthesiology in the subject of Fundamental of Surgery. Anesthesiology-Resuscitation in the Medicine Degree

Exploration and practice of three-dimensional teaching mode for clinical anesthesiology

Objective To explore the application effects of three-dimensional teaching mode for clinical anesthesiology. Methods 43 students were selected into control group, who were from class one, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. 42 students were selected into observation group, who were from class two, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. The traditional teaching mode were used for the students in control group during the teaching of clinical anesthesiology, while three-dimensional teaching mode were used for the students in observation group during the teaching. At the end of teaching, the teaching results were compared between the control group and the observation group, mainly including the usual scores evaluated from an anaesthesia plan plus an anaesthesia case discussion, and the final scores. The teaching satisfaction questionnaire were used to assess the effects of two teaching methods on the students' interest in learning, the capacity of clinical practice, the abilities of exploring, analyzing and solving problems, etc. SPSS 17.0 software was used in statistical analysis. The students' teaching results were tested by using two independent samples t-test. The satisfactions of these teaching effects were tested by using the Chi-square test. Results The usual and final scores in the observation group were significantly higher than those in the control group [(88.1±5.1) vs. (75.3±4.2), (82.1±3.3) vs. (75.7±3.9); P<0.05]. Compared with the control group, the satisfactions of teaching effects in the observation group were higher such as to stimulate interest in learning (60.5% vs. 90.5%), to improve the abilities of self-study (30.2% vs. 83.3%) and clinical practice (51.2% vs. 85.7%), to widen the scope of knowledge (46.5% vs. 88.1%) and to cultivate the spirits of innovation (55.8% vs. 83.3%), etc (P<0.05). Conclusion During the teaching of clinical anesthesiology, the three-dimensional teaching mode has more advantages than the traditional one, which is good for improving the students' innovation and practice abilities. Key words: Traditional teaching mode; Classroom teaching; Network teaching; Practical teaching; Clinical anesthesiology

Teaching Medical Students Clinical Anesthesia.

There are many reasons for evaluating our approach and improving our teaching of America's future doctors, whether they become anesthesiologists (recruitment) or participate in patient management in the perioperative period (general patient care). Teaching medical students the seminal aspects of any medical specialty is a continual challenge. Although no definitive curricula or single clinical approach has been defined, certain key features can be ascertained from clinical experience and the literature. A survey was conducted among US anesthesiology teaching programs regarding the teaching content and approaches currently used to teach US medical students clinical anesthesia. Using the Accreditation Council for Graduate Medical Education website that lists 133 accredited anesthesiology programs, residency directors were contacted via e-mail. Based on those responses and follow-up phone calls, teaching representatives from 125 anesthesiology departments were identified and asked via e-mail to complete a survey. The survey was returned by 85 programs, yielding a response rate of 68% of individuals contacted and 63% of all departments. Ninety-one percent of the responding departments teach medical students, most in the final 2 years of medical school. Medical student exposure to clinical anesthesia occurred as elective only at 42% of the institutions, was requirement only at 16% of responding institutions, and the remainder had both elective and required courses. Anesthesiology faculty at 43% of the responding institutions reported teaching in the preclinical years of medical school, primarily in the departments of pharmacology and physiology. Forty-five percent of programs reported interdisciplinary teaching with other departments teaching classes such as gross anatomy. There is little exposure of anesthesiology faculty to medical students in other general courses. Teaching in the operating room is the primary teaching method in the clinical years. Students are allowed full access to patient care, including performing history and physical examinations, participating in the insertion of IVs and airway management. Simulation-based teaching was used by 82% of programs during medical student anesthesia clerkships. Sixty-eight percent of respondents reported that they have no formal training for their anesthesiology faculty teachers, 51% stated that they do not receive nonclinical time to teach, and 38% of respondents stated that they received some form of remuneration for teaching medical students, primarily nonclinical time. This article presents a summary of these survey results, provides a historical review of previous evaluations of teaching medical students clinical anesthesia, and discusses the contributions of anesthesiologists to medical student education.

Uso da simulação no ensino da anestesiologia em escola de medicina

AIMS: To report the experience with teaching of anesthesiology to medical students in a practical and interactive way, using simulators in clinical scenarios of anesthesia with predetermined tasks.EXPERIENCE REPORT: In the Medical School of the Pontifical Catholic University of Rio Grande do Sul simulated clinical settings are used in general anesthesia and anesthetic blockage teaching. Complete equipment and drugs specific to each simulation are available. Students have direct performance in the simulator to perform in the presented situations. For each conduct, choice of drugs and doses required, filming are performed with the purpose of fixing and improve knowledge.CONCLUSIONS: Medical teaching of anesthesiology with the use of simulators tends to be increasingly used, since it inserts the student in simulated situations close to the reality of the anesthetic process, in an interactive and attractive way without the real risk. Clinical situations of anesthesia or complications can be repeated until the fixation of knowledge and skills, before facing a situation with real patients.

The effect of perioperative surgical home on anesthesiology teaching

The academic orientation determines development direction of subject, and also puts forward corresponding requirements for professional teaching. The deep development of anesthesiology, perfect preoperative evaluation, refined management of clinical anesthesia and ultimately improving prognosis of patients are total development directions of anesthesiology. Perioperative patient home(PSH)advocates taking patients as center, dominated by anesthesia, based on evidence-based medicine in perioperative period, solidarity and cooperation of multiple disciplines, integration of a variety of medical resources, and providing continuous and efficient medical services for patients. PSH is required to ensure safety of clinical anesthesia, reduce incidence of anesthesia mortality and serious complications, and improve long-term survival rate and quality of life by improving clinical work of department of Practicing PSH, anesthetic doctors should have academic idea of the treatment of anesthesia. The concept requires making comprehensive use of a variety of teaching methods, putting emphasis on training of basic knowledge, and in teaching of basic knowledge, infiltrating overall and local thinking and using lecture method in cooperation with case teaching. To make solid promotion of PSH concept, we should use CBL teaching, strengthening management of clinical anesthesia, and striving to promote clinical practice of PSH. Key words: Perioperative surgical home; Anesthesiology teaching; Disciplinary location

Contemporary social network sites: Relevance in anesthesiology teaching, training, and research.

Objective:The phenomenal popularity of social networking sites has been used globally by medical professionals to boost professional associations and scientific developments. They have tremendous potential to forge professional liaisons, generate employment,upgrading skills and publicizing scientific achievements. We highlight the role of social networking mediums in influencing teaching, training and research in anaesthesiology.Background:The growth of social networking sites have been prompted by the limitations of previous facilities in terms of ease of data and interface sharing and the amalgamation of audio visual aids on common platforms in the newer facilities.Review:Contemporary social networking sites like Facebook, Twitter, Tumblr,Linkedn etc and their respective features based on anaesthesiology training or practice have been discussed. A host of advantages which these sites confer are also discussed. Likewise the potential pitfalls and drawbacks of these facilities have also been addressed.Conclusion:Social networking sites have immense potential for development of training and research in Anaesthesiology. However responsible and cautious utilization is advocated.

Effects of nonverbal behavior on anesthesiology teaching

As the burden of anesthesiology teaching is heavy in undergraduate course, teachers can communicate with the students by nonverbal behaviors, such as eye contact, silent language, facial expression, paralanguage, which can make class atmosphere active, develop harmonious teacherstudent relationship, and improve the quality of class teaching. Teachers of anesthesiology should take some measures, such as rehearsing lessons, summing up the experience of the lessons in time, accumulating the experience of nonverbal behaviors, and doing some exercise for the nonverbal behavior as much as possible, so as to set up an excellent atmosphere for teaching, and meanwhile improve the quality of anesthesiology teaching. Key words: Anesthesiology; Nonverbal behaviors; Quality of teaching

将循证医学引入七年制临床麻醉教学的初探

循证医学为麻醉学七年制教学提供了一种新的模式和方法。导师结合循证医学方法指导学生开展信息检索、综述撰写、临床病例讨论、课题设计等实践与训练，提高医学生主动学习和解决问题的能力，为规范其今后的临床实践行为打下基础。将循证医学引入七年制麻醉学教学中，将会对麻醉学教学的进一步发展、培养高素质的麻醉学人才和提高医疗质量产生重大而深远的影响。 Evidence-based medicine (EBM) offers a new model and method for seven-year anesthesiology education. Tutors use EBM approach to guide students to carry out information retrieval, review writing, clinical case discussions and project design. Through these practices and trainings, the abilities of active learning and problem-solving have been improved, laying a foundation for future clinical practice. Applying EBM to seven-year anesthesiology education will have significant effects on further development of anesthesiology teaching, training of high-quality anesthesiologist and improvement of the quality of medical care.

Improvement of teaching effects for clinical medical undergraduates by anesthesia lectures

Objective To explore the improvement of teaching effects for clinical medical undergraduates by combining methods of lectures and simulations practice.Methods Totally 40 2007 grade five-year clinical medical undergraduates were randomly divided into five groups,eight undergraduates each group.During clinical practice of anesthesiology teaching in the fifth semester,mini-lecture combing theoretical lesson with simulations practice was conducted for 45 rain including preoperative preparation,spinal epidural anesthesia,general anesthesia,brachial plexus block and cervical plexus block.Results were evaluated by questionnaires.40 copies were handed out and the effective recovery rate was 100％.Results All students approved this kind of teaching activities; 97.5％ believed that it can arouse their interest in study; 95％ wrote down the lectures and operation process,all students listened carefully and operated meticulously.Conclusions Lectures combined with simulations practice promote students' operation capacity and thinking ability thus to raise the basic clinical skills of students. Key words: Basic training of anesthesia; Lectures; Teaching

Application of visual technology combined with teaching model in teaching of tracheal intubation

Tracheal intubation is an important part in clinical teaching of anesthesiology,it is also the basic skill that each anesthesiologist must master.The distinctive feature of visual technology is intuitive visual,meaning operation process and anatomical structure can be seen directly and clearly.Our department tried to teach tracheal intubation with visual technology.Teachers firstly demonstrated standard incubation with video laryngoscope and explained the related basic theoretical knowledge.Then students practiced the intubation in models until becoming skilled,finally students can practice in real patients.The teaching effect of the modified method was better compared with that of traditional method. Key words: Visual technology; Tracheal intubation model; Anesthesiology; Tracheal intubation

Anesthesiology Teaching during Undergraduation through an Academic League: what is the Impact in Students’ Learning?

Academic leagues have been consolidated as instruments of medical teaching and for the introducing of medical students to practice of specialties, including anesthesiology. As the role of leagues in the development process of competencies and learning of their students is not well known, the learning of members of an anesthesiology academic league was evaluated after participating in its activities for one year. Students of an anesthesiology academic league were followed up from March to December 2010 and evaluated through objective cognitive tests of multiple choice applied before the beginning of activities and after their conclusion. Attendance in activities and epidemiologic profile of students were correlated with the tests results. Twenty medical students from 3rd to 6th year were analyzed, with an average age of 22.8 (21-26) years. The average participation in the proposed activities was 10.4/13 (80%). The average of right answers on the first test was 8.1/17 (47.6%), and 3rd year students had lower grades (p<0.02) compared with other students. In the post league test, the average of right answers was 11.9/17 (70%), showing an improvement in performance (p<0.05), and there was no difference between grades of different years of the medical undergraduation. A strong relationship between participation in activities and improved grades was found (r=0.719; p<0.001). Students who participated in the league had improvement in knowledge evaluation tests, suggesting that the league is a useful teaching instrument that can provide improved learning of anesthesiology. Participation in activities was connected with improved performance. Activities developed in leagues may have a positive role in students' academic education, more specifically in this article, in anesthesiology.

Core Clinical Competencies in Anesthesiology: A Case-based Approach.

Core Clinical Competencies in Anesthesiology: A Case-based Approach.