New training strategies for anaesthesia residents

Current Opinion in Anaesthesiology

Volumn 24, Issue 6, 2011, Pages 682-686

  Houben, Karin W ^a   Van Den Hombergh, Cristy L M ^a   Stalmeijer, Renée E ^b   Scherpbier, Albert J ^b   Marcus, Marco A E ^a  

^a MAASTRICHT UNIVERSITY MEDICAL CENTER   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Electronic portfolio; feedback; learning climate; simulation

Indexed keywords

ANESTHESIST; CURRICULUM DEVELOPMENT; EDUCATION PROGRAM; ELECTRONIC DATA INTERCHANGE; HUMAN; LEARNING ENVIRONMENT; MEDICAL INFORMATION SYSTEM; PRIORITY JOURNAL; PROGRAM DEVELOPMENT; QUALITY CONTROL; RESIDENCY EDUCATION; REVIEW; SIMULATION;

ANESTHESIOLOGY; CLINICAL COMPETENCE; DOCUMENTATION; HUMANS; INTERNSHIP AND RESIDENCY; PATIENT SIMULATION;

EID: 81855182146     PISSN: 09527907     EISSN: 14736500     Source Type: Journal    
DOI: 10.1097/ACO.0b013e32834c8842     Document Type: Review

References (27)

1. Rose SH, Long TR. Accreditation Council for Graduate Medical Education (ACGME) annual anesthesiology residency and fellowship program review: a 'report card' model for continuous improvement. BMC Med Educ 2010; 10:13.
2. Rodriguez-Paz JM, Kennedy M, Salas E, et al. Beyond 'see one, doone,teach one': toward a different training paradigm. Postgrad Med J 2009; 85:244-249.
3. Carraccio C, Wolfsthal SD, Englander R, et al. Shifting paradigms: from Flexner to competencies. Acad Med 2002; 77:361-367. (Pubitemid 34526146)
4. Rao S, Swartz A, Obeid L, et al. e-Portfolio competency metadata: pilot study for a call to action. J Med Syst 2010. doi: 10. 1007/s10916-010-9490-3
5. Nagler A, Andolsek K, Padmore JS. The unintended consequences of portfolios in graduate medical education. Acad Med 2009; 84:1522-1526.
6. Dekker H, Driessen E, Ter Braak E, et al. Mentoring portfolio use in under-graduate and postgraduate medical education. Med Teach 2009; 31:903-909.
7. Colbert CY, Ownby AR, Butler PM. A review of portfolio use in residency programsand considerations before implementation. Teach Learn Med 2008; 20:340-345.
8. Tochel C, Haig A, Hesketh A, et al. The effectiveness of portfolios for postgraduate assessment and education: BEME Guide No 12. Med Teach 2009; 31:299-318.
9. Mc Neill H, Brown JM, Shaw NJ. First year specialist trainees' engagement with reflective practice in the e-portfolio. Adv Health Sci Educ Theory Pract 2010; 15:547-558.
10. Driessen E, van Tartwijk J, van der Vleuten C, Wass V. Portfolios in medical education: why do they meet with mixed success? A systematic review. Med Educ 2007; 41:1224-1233. (Pubitemid 350197080)
11. Driessen EW, Muijtjens AM, van Tartwijk J, van der Vleuten CP. Web-or paper-based portfolios: is there a difference? Med Educ 2007; 41:1067-1073. (Pubitemid 350029255)
12. Smith CC, Huang GC, Newman LR, et al. Simulation training and itseffect on long-term resident performance in central venous catheterization. Simul Healthc 2010; 5:146-151.
13. Park CS, Rochlen LR, Yaghmour E, et al. Acquisition of critical intraoperative event management skills in novice anesthesiology residents by using high-fidelity simulation-based training. Anesthesiology 2010; 112:202-211.
14. Waldrop WB, Murray DJ, Boulet JR, Kras JF. Management of anesthesia equipmentfailure:asimulation-based resident skill assessment. Anesth Analg 2009; 109:426-433.
15. Borges BC, Boet S, Siu LW, et al. Incomplete adherence to the ASA difficult airway algorithm is unchanged after a high-fidelity simulation session. Can J Anaesth 2010; 57:644-649.
16. Bould MD, Crabtree NA, Naik VN. Assessment of procedural skills in anaesthesia. Br J Anaesth 2009; 103:472-483.
17. Price JW, Price JR, Pratt DD, et al. High-fidelity simulation in anesthesiology training: asurvey of Canadian anesthesiology residents' simulatorexperience. Can J Anaesth 2010; 57:134-142.
18. Ramani S, Leinster S. AMEE Guide no. 34: teaching in the clinical environ-ment. Med Teach 2008; 30:347-364. (Pubitemid 351935918)
19. Fluit CR, Bolhuis S, Grol R, et al. Assessing the quality of clinical teachers: a systematic review of content and quality of questionnaires for assessing clinical teachers. J Gen Intern Med 2010; 25:1337-1345.
20. Sargeant J, Mann K, van der Vleuten C, Metsemakers J. Directed' self-assessment: practice and feedback within a social context. J Contin Educ Health Prof 2008; 28:47-54.
21. Stalmeijer RE, Dolmans DH, Wolfhagen IH, et al. Combined student ratings and self-assessment provide useful feedbackforclinical teachers. Adv Health Sci Educ Theory Pract 2010; 15:315-328.
22. Baker K. Clinical teaching improves with resident evaluation and feedback. Anesthesiology 2010; 113:693-703.
23. Boor K, Scheele F, van der Vleuten CP, et al. Psychometric properties of an instrument to measure the clinical learning environment. Med Educ 2007; 41:92-99. (Pubitemid 46011047)
24. Boor K. The clinical learning climate. In: Medicine. Amsterdam: Vrije Uni-versiteit; 2009. pp. 65-78.
25. Boor K, Van Der Vleuten C, Teunissen P, et al. Development and analysis of D-RECT, an instrument measuring residents' learning climate. Med Teach 2011. doi: 10. 3109/0142159X. 2010. 541533
26. Roff S, Mc Aleer S, Skinner A. Development and validation of an instrument to measure the postgraduate clinical learning and teaching educational envir-onment for hospital-based junior doctors in the UK. Med Teach 2005; 27:326-331. (Pubitemid 41078835)
27. Wall D, Clapham M, Riquelme A, et al. Is PHEEM a multidimensional instrument? An international perspective. Med Teach 2009; 31:e521-e527.