The evolution of anesthesiology education: Embracing new technologies and teaching approaches

Abstract

Background and aimsMedical education requires regular reforms to include emerging best practices and technologies, while also critically evaluating effectiveness of traditional didactic teaching methods. This manuscript examines the challenges and opportunities associated with modernizing the anesthesiology curriculum.MethodsNarrative review of literature on innovations in medical education, with a specific emphasis on anesthesiology training.ResultsEducators face difficulties implementing new teaching approaches and evaluating their effectiveness. However, active learning methods, blended with selected traditional techniques, can enhance learner engagement and competencies. Self‐directed learning and simulations prepare students for real‐world practice, while flipped classrooms and online platforms increase accessibility.ConclusionsA blended approach, integrating interactive technology alongside modified lectures and seminars, may optimize anesthesiology education. Despite the promise of improved pedagogies, further research is required to assess outcomes. By embracing innovation while retaining certain foundational methods, programs can equip anesthesiologists with modern skills. This evolution is key to meeting the needs of 21st‐century anesthesia care needs. Remaining at the forefront of this transformation will be vital in preparing competent future anesthesiologists through state‐of‐the‐art education.

Residency training programs in anesthesiology, intensive care and emergency medicine: from curriculum to practice

“…The goal is to provide medical residents with opportunities to expand their knowledge, enhance their attitudes and skills, and cultivate specific proficiencies. Students and trainees are more committed and have better performance when they can see the explicit connection between the educational activities or requirements and their future professional expertise ( 30 , 32 , 34 ). Lower rating for the quality of theoretical education in anesthesiology residency was reported when compared to other educational activities ( 30 – 32 , 35 – 37 ).…”

“…Students and trainees are more committed and have better performance when they can see the explicit connection between the educational activities or requirements and their future professional expertise ( 30 , 32 , 34 ). Lower rating for the quality of theoretical education in anesthesiology residency was reported when compared to other educational activities ( 30 – 32 , 35 – 37 ). Several possible explanations have been considered, such as absence of comprehensive training programs and even mentors' qualifications ( 35 ).…”

“…Although this might be a bias from the online education during the COVID-19 pandemic, we would rather see it as a consequence of these activities missing in the actual residency programs. We acknowledge that online learning can never fully replace hands-on teaching ( 30 – 32 , 38 – 40 ), but the COVID-19 pandemic also brought challenges related to patient bedside learning ( 41 ).…”

“…Trainee-centered approaches and mentor-mentee compatibility are crucial for successful mentoring, as is timely and critical evaluation of trainees' progress (29)(30)(31)(32).…”