"Service" versus "Education" in Anesthesiology: Domain Classification of Activities Based on Perceptions from Learners and Teachers.

Abstract

Purpose: In the US, ACGME (Accreditation Council for Graduate Medical Education) mandates a balance between education and service for the quality of graduate medical education. However, the scope of "education" and "service" in Anesthesiology remains undefined.

Methods: A cross-sectional survey was designed, validated, and distributed in a major academic Anesthesiology training program to assess the perceived educational value associated with routine anesthesia training activities. Using the latent variable exploratory factor analysis, domains of activities were identified according to perceived educational values. These domains along with learning climate were then compared among teachers and learners.

Results: Three domains of activities were identified with a completion rate of 52.5%: 1) Mandatory training-related obligations (patient transport, call duties, medical record and ACGME record documentation, etc) were associated with the least educational value, 2) Procedural responsibilities (arterial line placement, epidural analgesia, etc) and 3) Classroom activities (simulation, mock oral exam, etc) were associated with higher educational value. Learning climate factors (fatigue, excessive caseload, etc) adversely affects the perception of educational value in learners more significantly than in teachers.

Conclusion: There is disparity in the perception of educational value for various training activities between learners and teachers. Learners perceive lower educational value in anesthesia training activities compared to teachers, especially in mandatory tasks. Modifiable elements of the learning climate should be addressed to enhance the educational experience for learners.