Enhancing Feedback on Professionalism and Communication Skills in Anesthesia Residency Programs

Mitchell, John D.; Ku, Cindy; Diachun, Carol Ann B.; DiLorenzo, Amy N.; Lee, Daniel E.; Karan, Suzanne; Wong, Vanessa; Schell, Randall M.; Brzeziński, Marek; Jones, Stephanie B.

doi:10.1213/ane.0000000000002143

Cited by 25 publications

(14 citation statements)

References 20 publications

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“…185,186 Some programs have focused on curricular development, while others aimed to promote enhanced feedback to reinforce professional behavior. 185,187,188 Further research in graduate medical education is needed in this domain.…”

Section: Assessmentmentioning

confidence: 99%

Learners and Luddites in the Twenty-first Century

et al. 2019

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Anesthesiologists are both teachers and learners and alternate between these roles throughout their careers. However, few anesthesiologists have formal training in the methodologies and theories of education. Many anesthesiology educators often teach as they were taught and may not be taking advantage of current evidence in education to guide and optimize the way they teach and learn. This review describes the most up-to-date evidence in education for teaching knowledge, procedural skills, and professionalism. Methods such as active learning, spaced learning, interleaving, retrieval practice, e-learning, experiential learning, and the use of cognitive aids will be described. We made an effort to illustrate the best available evidence supporting educational practices while recognizing the inherent challenges in medical education research. Similar to implementing evidence in clinical practice in an attempt to improve patient outcomes, implementing an evidence-based approach to anesthesiology education may improve learning outcomes.

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Section: Assessmentmentioning

confidence: 99%

Learners and Luddites in the Twenty-first Century

et al. 2019

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“…The other publications did not define professionalism (9,11,13,15,26) or mentioned other authors' concepts (10,12,21,24,27), leaving the construct with no consensus among medical specialists.…”

Section: Professionalism: Multidimensional Constructmentioning

confidence: 99%

“…The literature review demonstrated that most the studies develop the teaching of professionalism also through formative feedback, multiple source or 360 0 feedback, case studies, readings on the theme, workshops, discussion sessions about clinical cases, elements of the hidden and informal curriculum, discussions in small groups, interactive workshops, discussion of clinical cases, videos with cases that give rise to ethical and professional discussion (8)(9)(10)(11)(12)14,16,19,20,21,26,27). The teaching of professionalism through observation of professional or unprofessional behaviours in case studies has been a potential tool in the training of the future professiona (27).…”

Section: Teaching Of Professionalism: Role Models and The Curriculummentioning

confidence: 99%

Profissionalismo na Formação do Especialista Médico: Revisão Integrativa da Literatura

Feitosa

Brilhante

Cunha

et al. 2019

Rev. bras. educ. med.

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Introduction The construct professionalism is increasingly being recognized as an important component of medical education; fundamental to the physician’s role in society Objective: To group in a concise and systemized way the information available in scientific productions on the concept of medical professionalism and its applications in medical residency programs. Methods A total of 85 articles were found in 2018, of which 13 were excluded for duplication using the Mendeley platform. Of the 72 remaining articles, 35 were excluded for not answering the research question. Of the 37 articles selected for reading of the abstract, eight were not available, leaving 29 articles. After reading all articles for the final selection, 11 articles were excluded. Six papers did not fulfill the goals of the research, and five were opinion articles. Results The production included 18 articles, from which analysis emerged three thematic categories: (a) professionalism: multidimensional construct; (b) teaching of professionalism: role modeling and the curriculum; (c) evaluation of professionalism: multiple strategies in the curriculum. The most frequently cited domains were: altruism, responsibility, care, teamwork, self-control, ethical principles and clinic excellence. Ten articles highlighted the importance of role modeling by preceptors and members of the health team in the Medical Residency Program for teaching professionalism. Regarding the most commonly used strategies for the selection, feedback practices and the OSCE were highlighted in scenarios to evaluate the domains of professionalism. Conclusion Professionalism is a dynamic construct that is worked on in the form of teaching and assessment in Medical Residency Programs. There is no consensus on the professionalism concept, and thus, multiple strategies are used for the teaching, among which role modeling can be highlighted. The teaching of medical professionalism, as a construct, in the training of specialists can reduce lapses and foster assistance based on respect for the autonomy of people and social responsibility.

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“…In many hospitals across the World, the roles and responsibilities of Anesthesia trainees include minimally or non-directly supervised performance of patient clinical encounters early in their training [ [1] , [2] , [3] ]. Although trainees usually get an introduction in their Departments, some face new tasks that go beyond the syllabus or general learning plan under variable teaching and assessment qualities, with potential lack of expert role models and correct feedback on their performance [ 4 ]. Although there have been improvements with the introduction of competency-based curricula [ [5] , [6] , [7] ], workplace-based assessments [ 8 , 9 ] and the use of simulated patients [ 10 ], early career trainees sometimes need to rely on local guidelines or Standard Operating Procedures to carry out their tasks with little supervision [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups

Berger-Estilita

Greif

2020

Trends in Anaesthesia and Critical Care

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Background Anesthesia trainees are expected to perform tasks under non-direct supervision as soon as possible in their clinical training. Often they rely on only superficial rote learning, which might lead to medical errors. We have developed a lesson plan that is based on this educational need using Gagné’s Instructional Design for the example of teaching the complex preoperative management of diabetic patients. Our aim was to use Gagne’s approach successfully for the teaching of non-procedural skills. Methods We implemented a comprehensive lesson plan that was developed on the example of a clinical pattern – the preoperative assessment of diabetic patients - using Gagné’s systematic nine-step model of instruction design. After the lesson, we analysed the trainees’ opinions with the use of a standardized questionnaire. Results Nine trainees with 2.1 ± 0.8 years of anesthesia experience attended the lesson. The assessment of knowledge revealed in 82% the correct answers to the treatment options, and the residents’ overall view on the lecture concept were 4.8 ± 0.3 for lecture concept and realization and 4.7 ± 0.5 regarding motivation, participation and climate. Conclusions Applying Gagné’s Instructional Design model guides seems to effectively guide the development of a comprehensive lesson plan to teach non-procedural skills in a small group setting.

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Enhancing Feedback on Professionalism and Communication Skills in Anesthesia Residency Programs

Cited by 25 publications

References 20 publications

Learners and Luddites in the Twenty-first Century

Learners and Luddites in the Twenty-first Century

Profissionalismo na Formação do Especialista Médico: Revisão Integrativa da Literatura

Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups

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