Trends in selection of a career in medicine vary from country to country. To plan future recruitment strategies and to balance distribution of physicians among medical specialties, each country needs to examine these reasons as part of educational research. The aim of this study was to explore the Anaesthesiology postgraduate students’ knowledge about anaesthesia as a speciality, their attitude towards anaesthesia as a career choice, stress levels during the period of postgraduation, views regarding Diploma in Anaesthesiology and undergraduate exposure to the subject. Eight hundred pretested questionnaires were provided to the anaesthesia postgraduate students attending various national level conferences in India. The collected data were statistically analysed using SPSS version 20. Only 31.6% of the students were aware of scope of anaesthesiology and 42.3% of students joined the speciality out of the interest to learn the subject, whereas 55.7% joined for other reasons, including non-availability of other specialties during medical postgraduate counselling. About 70% of students were stressed out during postgraduation, 31.6% found difficulty in accommodating the demands of challenging job and 3.8% went into depression. Majority of anaesthesiology postgraduate students were unaware of the scope of Anaesthesiology at the time of medical postgraduate counselling; only two-fifth of the students joined the speciality out of interest to learn the subject and most of them felt stressed out during the period of postgraduation. Majority of the students were of the opinion that Diploma in Anaesthesia was not a viable career option and should be scrapped.

Background and Aims: National Medical commission of India (NMC) has introduced Competency based Medical Education (CBME) following the international trend. Competency based assessment differs from traditional assessment and we need to adopt to newer work place-based assessments (WPBA). Direct Observation of Procedural Skills (DOPS) is one such assessment tool, which assesses procedural skills of a student. Hence this study was conducted to evaluate the effectiveness of DOPS among Anesthesiology postgraduate students. Material and Methods: A prospective interventional study was conducted, where in 55 postgraduate students underwent DOPS assessment while performing three routine core skills of Anesthesiology. Observations were documented (Pre-DOPS-Score) and immediate verbal feedback was given. Students were educated through demonstration of all three procedures on actual patients by three faculty members using the DOPS checklist. The students were finally assessed again with proforma and DOPS scores were documented (Post-DOPS Score). Mean Pre-DOPS and Post-DOPS assessment Scores were compared. Student and faculty Perceptions were taken regarding the DOPS assessment. Results: There was significant improvement in the procedural skill performance after DOPS with a statistically significant difference. Average time taken for DOPS test was 11 min. Average time taken for giving feedback was 13 min. Students and faculty members gave positive feedback about DOPS. Conclusion: DOPS is very feasible and effective assessment tool, improves procedural skills of Anaesthesiology postgraduate students, helps to develop good clinical skills which finally brings good clinical care.

The topics for postgraduate teaching-learning tools are Journal club in-house with one speaker and a moderator, Seminars- with multiple speakers and a co-ordinator, and Webinars- online seminars with one or multiple speakers choosing multiple mediums of communication. They largely affect the working mechanism of a clinician as they help us upgrade with the recent development in our fields. Making them interesting for us as well as our colleagues is necessary. This article presents a few facts as well as tips and tricks to compile the literature in a manner, which includes all the necessary points for better learning.