What is the condition of education in Pediatric Anesthesiology?

Samuels, Paul; Clay, Smokey

doi:10.1111/pan.12654

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…It is worth mentioning that, in 2014, 230 candidates applied to the 53 pediatric anesthesia specialization programs in the United States, reflecting the growing demand in the specialty and attracting 10% of the students graduating from anesthesiology programs (16). In 2020, 216 specialists graduated from the 60 formal pediatric anesthesia specialization programs in the United States (17).…”

Section: Recognition Of the Relevance Of Pediatric Anesthesia Trainin...mentioning

confidence: 99%

Estado actual de la formación en anestesiología pediátrica en Colombia

Cabrera Hernández,

Reinoso Chávez

2024

Colomb. J. Anesthesiol.

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Surgery is a key pillar in medical care, and both the surgical as well as the anesthetic components are essential within the health systems in countries of all levels of development. Every year, close to 230 million surgical procedures are performed worldwide, with pediatric surgery being representative, as around 85% of children require a surgical procedure. However, the issue of education and training of the people involved in pediatric surgery who can provide safe surgical and anesthetic care in medium and low income countries has been absent from the global health debate. The development of anesthesia in pediatrics faces many challenges: it is a relatively new specialty, it has to deal with clinical challenges associated with anatomical, physiological, psychological and procedure-related differences, while it faces the reality of few training opportunities which results in a limited number of duly trained and qualified specialists in pediatric anesthesiology. In Latin America, the possibility of applying to a specialization in pediatric anesthesia is limited. In particular in Colombia it has not been possible to establish a pediatric anesthesia subspecialty, creating the need to promote formal and informal training in this discipline in order to ensure that safe, good quality anesthetic care is provided to children. This article describes the development of pediatric anesthesia training in the world and in Colombia, highlighting the relationship between the incidence of anesthetic complications and the need for training in this discipline.

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Section: Recognition Of the Relevance Of Pediatric Anesthesia Trainin...mentioning

confidence: 99%

Estado actual de la formación en anestesiología pediátrica en Colombia

Cabrera Hernández,

Reinoso Chávez

2024

Colomb. J. Anesthesiol.

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“…The ever-expanding list of clinical, didactic, and research requirements combined with the responsibility to foster fellow's aptitude as a physician-scientist, teacher, and leader over the course of only 12 months is nearly impossible to accomplish. 15 The time frame shortens the ability of the faculty to thoroughly know trainees and have enough time to share evaluations and opinions. 16 In addition, trainees who have successfully risen to fellowship-level training are often unaccustomed to and uncomfortable with criticism.…”

Section: S Pecial Fo Cus: Fellows Hip Tr Ainingmentioning

confidence: 99%

“…The compressed nature of anesthesiology fellowship training intensifies issues for fellowship program directors who must attempt to identify and remediate learning difficulties during a 1‐year training program. The ever‐expanding list of clinical, didactic, and research requirements combined with the responsibility to foster fellow's aptitude as a physician‐scientist, teacher, and leader over the course of only 12 months is nearly impossible to accomplish 15 . The time frame shortens the ability of the faculty to thoroughly know trainees and have enough time to share evaluations and opinions 16 .…”

Section: Special Focus: Fellowship Trainingmentioning

confidence: 99%

The “Difficult Learner” in anesthesiology: Challenges, pitfalls, and recommendations

Margolis

2020

Pediatric Anesthesia

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Struggling learners often require interventions that are time-consuming and emotionally exhausting for both the trainee and faculty. Numerous barriers, including lack of resources, faculty development, and fear of legal retribution, can impede medical educators from developing and implementing robust remediation plans. Despite the large volume of literature citing professionalism education and the "hidden curriculum" as problem areas in medical education, frontline educators lack practical tools and empowerment to address unprofessionalism in trainees. The paucity of resources in this arena has led to decreased job satisfaction, increased burnout, and an exodus from academic medicine. Department leadership acknowledgment and investment in training faculty on remediation strategies for learners in difficulty and providing tools to meet these challenging job demands will improve faculty's job satisfaction and overall well-being. The authors review salient literature and methodology for diagnosing learners in difficulty, with focus on a high-yield, pragmatic approach that can be taken by medical training programs, including those that lack a robust medical education infrastructure.

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What is the condition of education in Pediatric Anesthesiology?

Cited by 2 publications

References 4 publications

Estado actual de la formación en anestesiología pediátrica en Colombia

Estado actual de la formación en anestesiología pediátrica en Colombia

The “Difficult Learner” in anesthesiology: Challenges, pitfalls, and recommendations

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