Attitudes of Anesthesiology Residents Toward a Small Group Blended Learning Class

Abstract

Background: Accreditation Council for Graduate Medical Education (ACGME) has been used to evaluate the residents’ competency; however, the thriving of residents needs especial training methods and techniques. Small group learning has been used for this propose. Objectives: This study assessed the attitudes of CA-1 to CA-3 anesthesiology residents toward level-specific small-group blended learning. Methods: Anesthesiology residents from Department of Anesthesiology, Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran participated in this cross-sectional attitude assessment descriptive-analytical study throughout the 2nd academic semester (May-October 2019). They took part in a level-specific small-group blended learning program and filled out an attitude assessment questionnaire. The questionnaire included eight closed questions and was filled out anonymously. Results: The residents believed that this program made important contributions to their theory training and clinical skills of anesthesia; while created a greater sense of solidarity. In addition, nearly the majority of the respondents did not believe that participating in the classes made interference in their clinical duties or was a difficult task. Instead, the majority of residents believed that these classes were in favor of reducing their burnout. The reliability of the questionnaire based on Cronbach’s Alpha was 0.885. Conclusions: Anesthesiology residents are in favor of small-group learning, especially when considering their clinical setting and the degree of burnout they tolerate.

Relationship Between “Simulated Patient Scenarios and Role-Playing” Method and OSCE Performance in Senior Anesthesiology Residents: A Correlation Assessment Study

“…The core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME) need an arsenal of medical education methods to thrive, especially in such stress loaded fields like anesthesiology (1)(2)(3)(4). The "simulated-patient scenarios and role-playing" method is among the many non-traditional education methods with variable results in different clinical settings (5)(6)(7).…”

Attitudes of the Third-Year Clinical Anesthesiology Residents Toward an Independent Clinical Practice Rotation in COVID-19 Pandemic in Iran

“…Stress-generating factors were mainly related to the effects of entering a new work setting, which had not been experienced before, the fear of occupational hazards for the resident and his/her family and the challenges in working independently and the potential lack of sufficient indirect supervision (13,22); these could be dealt with to manage stress and improve the professional efficiency (factor 2). Possibly, there would be more contributing items related to stress generation (10,23); however, the residents Motivational factors were also important in the anesthesiology residents' professional career, not only in fulfilling their duties but also in motivating them to overcome the stresses (factor 3).…”

“…Though senior anesthesiology residents have to pass one-month independent care in Iran, this experience was different in some aspects; due to COVID-19-related factors (8,10). Attitudes of healthcare providers could demonstrate many aspects of a decision and would improve the decision-makers in the health system (12,13); in other words, if the impact of a medical education process is going to be assessed appropriately, the attitudes and feedback from trainee are of utmost importance (13-15).…”

Evaluation of One-Day Multiple-Choice Question Workshop for Anesthesiology Faculty Members

“…The assessment of trainees is considered the main step in their thriving process, which could be both summative and/or formative; this process yielded improved results in previous experiences (4,23,24). Meanwhile, improving the faculty members in their "assessment and feedback" capacities has been considered an essential task and an important method in improving the educational quality of the residency program (25,26).…”