Residency Education Reform Program in Department of Anesthesiology and Critical Care: An Academic Reform Model

Abstract

Background: Reform in medical education is a basic process in every academic department, especially in residency programs. Objectives: This study was designed to assess the indices of education and research as part of the Medical Education Reform program (MERP) in the Department of Anesthesiology and Critical Care (DACC), Shahid Beheshti University of Medical Sciences (SBMU) for four years. Methods: MERP in DACC, SBMU was designed and implemented as a modern academic reform model; different outcome measures in education and research were assessed to demonstrate the effects of the reform plan in academic improvements. Results: there were significant improvements regarding education indices (i.e., teaching methods, passing comprehensive exams, mentorship, assessment methods, faculty development, professionalism in medical education, integration in education, and crisis management) and research indices (targeted research activities, innovation in research approaches, increasing the impact of research). Conclusions: Based on the experiences of DACC, SBMU regarding clinical anesthesiology residency, reform could be achieved using painstaking plans and continuous efforts with tangible documented outcomes. Often, the management period is not durable, and these reforms require meticulous care to sustain.

The Role of Entrustable Professional Activities in Competency-based Medical Education for Anesthesiology Residents: A Pilot Phase

“…The distance from the desired situation to the real situation is mainly due to the lack of competent medical education, mandating a competencybased medical education (CBME) approach (2,3). A practical explanation of CBME is that professional qualifications are not acquired after a fixed period (e.g., 4 years of residency); they require a change not only in the knowledge and attitudes of the trainees but also in their professional behavior (4)(5)(6); however, the outcome of training has the central role than its time length (7). This approach requires a practical and systematic method along with guaranteeing the content of training, especially in terms of profes-sional capabilities.…”