Training the Trainer: Preparing Anesthesiology Residents to be Trainers in the Operating Room

Abstract

Introduction: The transition into clinical anesthesiology is a challenging period that requires swift acquisition of clinical knowledge and procedural skills. Senior residents are in a prime position to help their junior colleagues into the operating room environment due to their ability to relate from personal experience. We created a workshop for enhancing peer apprenticeship during this transition. Methods: The workshop consisted of PowerPoint didactics interspersed with small-group practice sessions. Surveys were administered pre-, post-, 1-week post-, and 1-month postworkshop. The primary outcome was pre-post improvement in the proportion of residents prepared to be a trainer. Secondary outcomes included pre-to 1-week postworkshop improvement, pre-postworkshop change in knowledge of learning theory concepts, and pre-postworkshop change in first-year clinical anesthesiology perceptions of trainers. Results: Of residents, 12 of 43 (28%) eligible to be resident trainers attended the workshop. The proportion of residents who felt prepared increased from 75% preworkshop to 100% postworkshop and remained at 93% at 1 week. Knowledge of cognitive load and microskills improved from 0% preworkshop to 83% postworkshop but dropped to 0% at 1 month. Comfort using microskills improved from 0% preworkshop to 83% postworkshop. Discussion: Early anesthesiology training demands rapid acquisition of novel cognitive and procedural skills. Senior anesthesiology residents are in a prime position to train junior residents, yet many are uncomfortable with this role. We developed a workshop to transition residents into a peer trainer role and significantly increased their confidence to be a trainer. Other programs may benefit from implementing similar training.

Is Online Training Program Effective for Undergraduates’ Learning During COVID 19? A Quasi-experimental Study Using the Malaysian Sample

“…In addition, online training program is not only beneficial to undergraduates but also to lecturers (Khalid et al, 2014). This is because some researchers including Baticulon et al (2021) as training participant so that the key-person will be able to play role as trainer in the future to deliver and spread the taught competencies among other group of participants (Kopf & Kreuze, 1991;Huang, Licatino & Sims 2021).…”