The clinical learning environment in anaesthesiology in Kerala---Is it good enough?---A web-based survey

Pavithran, Priyanka; Kaniyil, Suvarna; Rajesh, MC; Venugopal, Vijish; Jitin, T N; Davul, Azeem

doi:10.4103/ija.ija_1422_20

Cited by 8 publications

(7 citation statements)

References 19 publications

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“…The DNB students gave higher scores to social environment, supervision and feedback, while MD students gave higher scores for the domain of learning opportunities. [ 17 ] Moreover, faculty lectures are not commonly undertaken in accredited hospitals and DNB trainees register for various Continuing Medical Education programmes and online updates organised by the Indian Society of Anaesthesiologists through its various chapters. Monitoring and enforcement of the curriculum and training pattern has not been an objective of the board.…”

Section: Teaching and Learning Methodsmentioning

confidence: 99%

National board governed post-graduate curriculum: Strengths and scope

et al. 2022

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The National Board of Examinations was established to boost the quality of medical education by laying down exclusive norms, uniform standards and a national level evaluation for the postgraduate medical courses. The content and context of the training curriculum is well updated as per advances in the field and current requirements. Diplomate of National Board (DNB) courses are considered to be at par with the postgraduate and post doctorate degrees for all intents and purposes. The introduction of a formative assessment with objective evaluation pattern has improved the scope of the board. Moving on to a competency-based training with emphasis on novel research can maximise the quality of training to international standards. Training DNB teachers and assessors in the newer teaching and assessment methods can improve the calibre of residents. Stringent monitoring and review of the training can increase the credibility of the courses and the board can be expected to cater for students abroad.

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Section: Teaching and Learning Methodsmentioning

confidence: 99%

National board governed post-graduate curriculum: Strengths and scope

et al. 2022

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“…[ 2 ] The formative assessment is being carried out in many institutes in the form of exams at fixed intervals. [ 16 ]…”

Section: Assessment Methodologymentioning

confidence: 99%

Comparing postgraduate anaesthesia education in India and abroad: Strengths and scope

et al. 2022

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The quality of training is a major contributor to workforce proficiency in healthcare, and there is a definite need to achieve a uniform level of knowledge and skill in medical education programmes. There is a paucity of literature comparing postgraduate anaesthesia medical education training structure and requirements across the globe. In a zeal to achieve uniform competencies and technical skills, the strengths and scope of training programmes need to be identified. In this article, we describe the core elements of postgraduate training in various countries while proposing an amalgamation of strengths of each programme and providing a roadmap to evolve further the competency-based comprehensive curriculum proposed by the National Medical Commission of India.

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“…A systematic review and meta-analysis of anaesthesiology simulation-based training found that when compared to no intervention, simulation-based training was associated with statistically significant effects for satisfaction and skills, with large effects for behaviours, and smaller effects for time, knowledge, and patient outcomes. [ 19 ] PG training in anaesthesia in simulation labs is currently low (20%) in some states in our country as per the results of a recent survey;[ 20 ] nevertheless, the new competency-based PG training programme of the NMC has made simulation-based training mandatory for several skills. [ 1 ]…”

Section: Introductionmentioning

confidence: 99%

Newer teaching-learning methods and assessment modules in anaesthesia education

et al. 2022

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The National Medical Commission in its recent guidelines has stated that postgraduate training in anaesthesiology should have clear objectives and be competency based. This means that the existing teaching–learning (TL) methods need a major face-lift. E-learning and blended learning including learning management systems, virtual classrooms, app-based learning, flipped classroom, podcasts, webinars, web-based collaborative education, reflective feedback, problem-based discussions and mentorship are some newer TL methods that can be adopted. Simulation can help teach technical and non-technical skills such as leadership, teamwork and communication. In line with TL methods, newer assessment methods have to be applied to revolutionise postgraduate anaesthesia education. Formative assessment and assessment of clinical skills are important and to do this, workplace-based assessment methods such as mini-clinical evaluation exercise, direct observation of procedural skills, multisource feedback, logbook and E-portfolio can be applied. Objective structured clinical examination, simulation-based assessment and E-assessment are other useful evaluation methods.

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The clinical learning environment in anaesthesiology in Kerala---Is it good enough?---A web-based survey

Cited by 8 publications

References 19 publications

National board governed post-graduate curriculum: Strengths and scope

National board governed post-graduate curriculum: Strengths and scope

Comparing postgraduate anaesthesia education in India and abroad: Strengths and scope

Newer teaching-learning methods and assessment modules in anaesthesia education

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