The journal of education in perioperative medicine : JEPM最新文献

{"title":"Spectrograms-Need for Increased Training and Accessibility.","authors":"Karolina Brook, Donald H Lambert","doi":"10.46374/volxxiv_issue4_brook","DOIUrl":"https://doi.org/10.46374/volxxiv_issue4_brook","url":null,"abstract":"With the goal of improving patient safety, the Anesthesia Patient Safety Foundation published a statement that enhances existing monitoring.1 Recognizing the risk of awareness when using total intravenous anesthesia, especially when combined with neuromuscular agents, the Anesthesia Patient Safety Foundation now recommends using an encephalogram (EEG)-based monitor of unconsciousness during these procedures. This is the first time a recommendation has been made for using a depth of anesthesia monitor in the United States.","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 4","pages":"E692"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9753965/pdf/i2333-0406-24-4-Brook.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10420543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Automating Anesthesiology Resident Case Logs Reduces Reporting Variability.","authors":"Michael S Douglas,&nbsp;Lan Leeper,&nbsp;Jiahao Peng,&nbsp;Donna Lien,&nbsp;Ryan Lauer,&nbsp;Gary Stier,&nbsp;Jason W Gatling,&nbsp;Melissa D McCabe","doi":"10.46374/volxxiv_issue4_mccabe","DOIUrl":"https://doi.org/10.46374/volxxiv_issue4_mccabe","url":null,"abstract":"<p><strong>Background: </strong>The Accreditation Council for Graduate Medical Education (ACGME) case log system for anesthesiology resident training relies on subjective categorization of surgical procedures and lacks clear guidelines for assigning credit roles. Therefore, resident reporting practices likely vary within and between institutions. Our primary aim was to develop a systematic process for generating automated case logs using data elements extracted from the electronic health care record. We hypothesized that automated case log reporting would improve accuracy and reduce reporting variability.</p><p><strong>Methods: </strong>We developed a systematic approach for automating anesthesiology resident case logs from the electronic health care record using a discrete classification system for assigning credit roles and Anesthesia Current Procedure Terminology codes to categorize cases. The median number of cases performed was compared between the automated case log and resident-reported ACGME case log.</p><p><strong>Results: </strong>Case log elements were identified in the electronic health care record and automatically extracted. A total of 42 individual case logs were generated from the extracted data and visualized in an external dashboard. Automated reporting captured a median of 1226.5 (interquartile range: 1097-1366) total anesthetic cases in contrast to 1134.5 (interquartile range: 899-1208) reported to ACGME by residents (<i>P</i> = .0014). Automation also decreased the case count interquartile range and the distribution approached normality, suggesting that automation reduces reporting variability.</p><p><strong>Conclusions: </strong>Automated case log reporting uniformly captures the resident training experience and reduces reporting variability. We hope this work provides a foundation for aggregating graduate medical education data from the electronic health care record and advances adoption of case log automation.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 4","pages":"E694"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9753964/pdf/i2333-0406-24-4-McCabe.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10424581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Use of an Induction of General Endotracheal Anesthesia Checklist Assessment for Medical Students in a Clinical Setting During Their Introductory Anesthesiology Clerkship.","authors":"Wendy T Nguyen,&nbsp;Mojca Remskar,&nbsp;Elena H Zupfer,&nbsp;Alex M Kaizer,&nbsp;Ilana R Fromer,&nbsp;Iryna Chugaieva,&nbsp;Benjamin Kloesel","doi":"10.46374/volxxiv_issue3_nguyen","DOIUrl":"https://doi.org/10.46374/volxxiv_issue3_nguyen","url":null,"abstract":"<p><strong>Background: </strong>The American Association of Medical Colleges deemed performing lifesaving procedures, such as airway management, a necessary medical student competency for transitioning to residency. Anesthesiology clerkships provide the unique opportunity for medical students to practice these procedures in a safe and controlled environment. We aimed to develop a checklist that assesses medical students' ability to perform the main steps of a general anesthesia induction with endotracheal intubation in the clinical setting.</p><p><strong>Methods: </strong>We created a Checklist containing items aligned with our clerkship objectives. We modified it after receiving feedback and trialing it in the clinical setting. Medical students were evaluated with the Checklist using a pre- and post-clerkship study design: (1) in a simulation setting at the beginning of the clerkship; and (2) in the operating room at the end of the clerkship. Using paired <i>t</i>-tests, we calculated pre- and post-clerkship Checklist scores to determine curriculum efficacy. A <i>P</i> value of <.05 was determined to be statistically significant. We examined rater agreement between overall scores with intraclass correlation coefficients (ICC).</p><p><strong>Results: </strong>Thirty medical students participated in the study. The ICC for agreement was 0.875 (95% confidence interval [CI], 0.704-0.944). The ICC for consistency was 0.897 (95% CI, 0.795-0.950). There was a statistically significant improvement in the score from baseline to final evaluation of 3.6 points (95% CI, 2.5-5.2; P = .001).</p><p><strong>Conclusions: </strong>The statistically significant change in Checklist scores suggests that our medical students gained knowledge and experience during the introductory clerkship inducing general anesthesia and were able to demonstrate their knowledge in a clinical environment.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":" ","pages":"E690"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9583760/pdf/i2333-0406-24-3-Nguyen.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40566822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Call to Action: A Specialty-Specific Course to Support the Next Generation of Clinician Scientists in Anesthesiology.","authors":"Laura F Cavallone,&nbsp;Elizabeth W Duggan,&nbsp;Jeffrey S Berger","doi":"10.46374/volxxiv_issue3_cavallone","DOIUrl":"https://doi.org/10.46374/volxxiv_issue3_cavallone","url":null,"abstract":"<p><p>Clinical production pressure is a significant problem for faculty of anesthesiology departments who seek to remain involved in research. Lack of protected time to dedicate to research and insufficient external funding add to this long-standing issue. Recent trends in funding to the departments of anesthesiology and their academic output validate these concerns. A 2022 study examining National Institutes of Health (NIH) grant recipients associated with anesthesiology departments across 10 years (2011-2020) outlines total awarded funds at $1,676,482,440, with most of the funds awarded to only 10 departments in the United States. Of note, the total 1-year NIH funding in 2021 for academic internal medicine departments was 3 times higher than the 10-year funding of anesthesiology departments. Additionally, American Board of Anesthesiology (ABA) diplomats represent a minority (37%) of the anesthesiology researchers obtaining grant funding, with a small number of faculty members receiving a prevalence of monies. Overall, the number of publications per academic anesthesiologist across the United States remains modest as does the impact of the scholarly work. Improving environments in which academic anesthesiologists thrive may be paramount to successful academic productivity. In fact, adding to the lack of academic time is the limited bandwidth of senior academic physicians to mentor and support aspiring physician scientists. Given then the challenges for individual departments and notable successes of specialty-specific collaborative efforts (eg Foundation for Anesthesia Education and Research [FAER]), additional pooled-resource approaches may be necessary to successfully support and develop clinician scientists. It is in this spirit that the leadership of <i>Anesthesia and Analgesia and the Journal of Education in Perioperative Medicine</i>, unified with the Association of University Anesthesiologists, aim to sponsor the Introduction to Clinical Research for Academic Anesthesiologists (ICRAA) Course. Directed toward early career academic anesthesiologists who wish to gain competency specifically in the fundamentals of clinical research and receive mentorship to develop an investigative project, the yearlong course will provide participants with the skills necessary to design research initiatives, ethically direct research teams, successfully communicate ideas with data analysts, and write and submit scientific articles. Additionally, the course, articulated in a series of interactive lectures, mentored activities, and workshops, will teach participants to review articles submitted for publication to medical journals and to critically appraise evidence in published research. It is our hope that this initiative will be of interest to junior faculty of academic anesthesiology departments nationally and internationally.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 3","pages":"E689"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9583761/pdf/i2333-0406-24-3-Cavallone.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9808884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Pediatric Life Support Skills Using Augmented Reality Medical Simulation With Eye Tracking: A Pilot Study.","authors":"Jimmy Qian,&nbsp;Asheen Rama,&nbsp;Ellen Wang,&nbsp;Tammy Wang,&nbsp;Olivia Hess,&nbsp;Michael Khoury,&nbsp;Christian Jackson,&nbsp;Thomas J Caruso","doi":"10.46374/volxxiv_issue3_qian","DOIUrl":"https://doi.org/10.46374/volxxiv_issue3_qian","url":null,"abstract":"<p><strong>Background: </strong>Augmented reality (AR) and eye tracking are promising adjuncts for medical simulation, but they have remained distinct tools. The recently developed Chariot Augmented Reality Medical (CHARM) Simulator combines AR medical simulation with eye tracking. We present a novel approach to applying eye tracking within an AR simulation to assess anesthesiologists during an AR pediatric life support simulation. The primary aim was to explore clinician performance in the simulation. Secondary outcomes explored eye tracking as a measure of shockable rhythm recognition and participant satisfaction.</p><p><strong>Methods: </strong>Anesthesiology residents, pediatric anesthesiology fellows, and attending pediatric anesthesiologists were recruited. Using CHARM, they participated in a pediatric crisis simulation. Performance was scored using the Anesthesia-centric Pediatric Advanced Life Support (A-PALS) scoring instrument, and eye tracking data were analyzed. The Simulation Design Scale measured participant satisfaction.</p><p><strong>Results: </strong>Nine each of residents, fellows, and attendings participated for a total of 27. We were able to successfully progress participants through the AR simulation as demonstrated by typical A-PALS performance scores. We observed no differences in performance across training levels. Eye tracking data successfully allowed comparisons of time to rhythm recognition across training levels, revealing no differences. Finally, simulation satisfaction was high across all participants.</p><p><strong>Conclusions: </strong>While the agreement between A-PALS score and gaze patterns is promising, further research is needed to fully demonstrate the use of AR eye tracking for medical training and assessment. Physicians of multiple training levels were satisfied with the technology.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":" ","pages":"E691"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9583759/pdf/i2333-0406-24-3-Qian.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40566823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defining and Addressing Anesthesiology Needs in Simulation-based Medical Education.","authors":"Michael J Chen,&nbsp;Aditee Ambardekar,&nbsp;Susan M Martinelli,&nbsp;Lauren K Buhl,&nbsp;Daniel P Walsh,&nbsp;Lior Levy,&nbsp;Cindy Ku,&nbsp;Lindsay A Rubenstein,&nbsp;Sara Neves,&nbsp;John D Mitchell","doi":"10.46374/volxxiv_issue2_mitchell","DOIUrl":"https://doi.org/10.46374/volxxiv_issue2_mitchell","url":null,"abstract":"<p><strong>Background: </strong>This study's primary aim was to determine how training programs use simulation-based medical education (SBME), because SBME is linked to superior clinical performance.</p><p><strong>Methods: </strong>An anonymous 10-question survey was distributed to anesthesiology residency program directors across the United States. The survey aimed to assess where and how SBME takes place, which resources are available, frequency of and barriers to its use, and perceived utility of a dedicated departmental education laboratory.</p><p><strong>Results: </strong>The survey response rate was 30.4% (45/148). SBME typically occurred at shared on-campus laboratories, with residents typically participating in SBME 1 to 4 times per year. Frequently practiced skills included airway management, trauma scenarios, nontechnical skills, and ultrasound techniques (all ≥ 77.8%). Frequently cited logistical barriers to simulation laboratory use included COVID-19 precautions (75.6%), scheduling (57.8%), and lack of trainers (48.9%). Several respondents also acknowledged financial barriers. Most respondents believed a dedicated departmental education laboratory would be a useful or very useful resource (77.8%).</p><p><strong>Conclusion: </strong>SBME is a widely incorporated activity but may be impeded by barriers that our survey helped identify. Barriers can be addressed by departmental education laboratories. We discuss how such laboratories increase capabilities to support structured SBME events and how costs can be offset. Other academic departments may also benefit from establishing such laboratories.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 2","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9426263/pdf/i2333-0406-24-2-Mitchell.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40343094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Resources for Residency Recruitment: A Pilot Study of What Applicants Really Utilize.","authors":"Faye L Haggar,&nbsp;Amy L Duhachek-Stapelman,&nbsp;Danielle R Beebe-Iske,&nbsp;Sarah E Matya,&nbsp;Amy N Guziec,&nbsp;Katie J Goergen,&nbsp;Andrea P Dutoit","doi":"10.46374/volxxiv_issue2_haggar","DOIUrl":"https://doi.org/10.46374/volxxiv_issue2_haggar","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic in 2020 led to multiple changes in graduate medical education programs across the country, including the switch to virtual interviews for all residency applicants instead of on-site visits. The rapid transition to virtual interviews introduced challenges, including limited opportunities to formally and informally interact with residents and faculty, observe the clinical and educational environments, and explore the local culture and community. As a result, programs were advised to heavily invest in and create comprehensive digital resources including but not limited to video tours and multimedia resources describing programmatic details.</p><p><strong>Methods: </strong>In preparation for the virtual interview season of 2020-2021, digital recruitment materials were created for the University of Nebraska Medical Center's Anesthesiology residency applicants to provide the information that they would traditionally receive during an in-person interview experience. The objectives of the study were (1) to assess which digital materials residency applicants accessed most frequently during the interview season, and (2) to determine if the digital materials were helpful for the residency applicant in best determining program fit as part of the interview process. A post-interview survey and user analytics were analyzed.</p><p><strong>Results: </strong>With a survey response rate of 58% (n = 87 of 150) and a Web-based email-open rate of 98% (n =147 of 150), the data revealed that the favored digital materials were the \"What Residents Say\" video and the Residency Applicant Handbook. These were also the most helpful for the residency applicant in best determining program fit.</p><p><strong>Conclusion: </strong>This study shows that resources that allowed students to better assess their \"fit\" in the program were highly accessed and valued, as were detailed descriptions of the clinical and educational aspects of the training program found in the resident handbook.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 2","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9426261/pdf/i2333-0406-24-2-Haggar.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40343096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quantitative Echocardiography Improves Resident Assessment of Left Ventricular Systolic Function.","authors":"Andrew H Wu,&nbsp;Harshika Chowdhary,&nbsp;Matthew Fischer,&nbsp;Ali Salehi,&nbsp;Tristan Grogan,&nbsp;Louis Saddic,&nbsp;Jacques Neelankavil,&nbsp;Reed Harvey","doi":"10.46374/volxxiv_issue2_harvey","DOIUrl":"https://doi.org/10.46374/volxxiv_issue2_harvey","url":null,"abstract":"<p><strong>Background: </strong>The use of echocardiography to assess left ventricular ejection fraction (LVEF) is an important component of anesthesiology resident education; however, there is no consensus on the most effective method for teaching this skill set. This study investigates the impact and feasibility of teaching a quantitative LVEF assessment method to anesthesiology residents, compared with teaching visual estimation techniques.</p><p><strong>Methods: </strong>We included all anesthesiology residents rotating through cardiac anesthesia at our institution from August 2020 through March 2021. Participants completed a pretest to assess baseline ability to accurately estimate LVEF. All tests consisted of transthoracic echocardiography images with standard views from 10 patients. Participants were assigned to either a control group that received teaching on visual estimation of LVEF or an intervention group that was taught quantitative LVEF assessment with the Simpson biplane method of discs. After 4 weeks, all participants were administered a postteaching exam. A retention exam was administered an additional 4 weeks later. LVEF accuracy was measured as the absolute difference between their LVEF estimation and the reference value.</p><p><strong>Results: </strong>Control and intervention groups performed similarly on the preteaching exam of LVEF estimation accuracy. Intervention-group residents demonstrated significantly improved accuracy in LVEF assessment on the postteaching exam (3.6% improvement in accuracy, confidence interval [CI], 1.23-5.97; <i>P</i> = .03) compared with the control group (0.60% improvement inaccuracy, CI, -1.77-2.97; <i>P</i> = .62). The observed improvement was not maintained through the retention exam.<b>Conclusions:</b> Addition of quantitative LVEF assessment to traditional teaching of visual LVEF estimation methods significantly improved the diagnostic accuracy of anesthesiology residents' left ventricular systolic function assessment.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 2","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9426259/pdf/i2333-0406-24-2-Harvey.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40343092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Appraisal of Anesthesiology Educational Research for 2019.","authors":"Lara Zisblatt,&nbsp;Fei Chen,&nbsp;Dawn Dillman,&nbsp;Amy N DiLorenzo,&nbsp;Mark P MacEachern,&nbsp;Amy Miller Juve,&nbsp;Emily E Peoples,&nbsp;Connor Snarskis,&nbsp;Ashley E Grantham","doi":"10.46374/volxxiv_issue2_zisblatt","DOIUrl":"https://doi.org/10.46374/volxxiv_issue2_zisblatt","url":null,"abstract":"<p><strong>Background: </strong>This study reviews and appraises the articles published about anesthesiology education in 2019. Through this critical appraisal, those interested in anesthesiology education are able to quickly review literature published during this year and explore innovative ways to improve education for all those involved in the practice of anesthesiology.</p><p><strong>Methods: </strong>Three Ovid MEDLINE databases, Embase.com, ERIC, and PsycINFO were searched followed by a manual review of articles published in the highest impact factor journals in both the fields of anesthesiology and medical education. Abstracts were double-screened and quantitative articles were subsequently scored by 3 randomly assigned raters. Qualitative studies were scored by 2 raters. Two different rubrics were used for scoring quantitative and qualitative studies; both allowed for scores ranging from 1 to 25. In addition, reviewers rated each article on its overall quality to create an additional list of top articles based solely on the opinion of the reviewers.</p><p><strong>Results: </strong>A total of 2374 unique citations were identified through the search criteria and the manual review. Of those, 70 articles met the inclusion criteria (62 quantitative and 8 qualitative). The top 12 quantitative papers and the top 2 qualitative papers with the highest scores were reported and summarized.<b>Conclusions:</b> This critical appraisal continues to be a useful tool for those working in anesthesiology education by highlighting the best research articles published over the year. Highlighting trends in medical education research in anesthesiology can help those in the field to think critically about the direction of this type of research.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 2","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9426260/pdf/i2333-0406-24-2-Zisblatt.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40343098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Residents' Challenges in Transitioning to Residency and Recommended Strategies for Improvement.","authors":"A. R. Pérez, C. Boscardin, Manuel Pardo","doi":"10.46374/volxxiv_issue1_boscardin","DOIUrl":"https://doi.org/10.46374/volxxiv_issue1_boscardin","url":null,"abstract":"Background\u0000The transition from internship to residency can be a particularly stressful time for learners, adversely affecting residents' experience of training. Despite awareness of residents' stress during transitions, there is limited information available regarding how residents perceive these transitions or how they could be improved. We explored residents' accounts of the experience of transitioning from internship to residency to develop a better understanding of their challenges and recommended strategies for interventions.\u0000\u0000\u0000Methods\u0000We conducted semistructured interviews with first-year anesthesia residents at the University of California, San Francisco. We conducted a thematic analysis through a general inductive approach on transcribed interviews.\u0000\u0000\u0000Results\u0000Ten residents, evenly split among categorical and noncategorical residents, participated in the interviews. We identified seven challenges faced by residents during the transition, including cognitive load management, self-assessment and eliciting effective feedback, learning resource utilization, preoperative care planning and discussion, forming relationships with peers and faculty, and professional identity formation. Residents also recommended strategies to address these challenges, including early low-stake exposure to complex cases, standardized feedback structure, resource utilization guides, normalization of discussing errors with peers, and protected time for networking events.\u0000\u0000\u0000Conclusion\u0000Residents face multiple challenges at the personal, social, and structural levels during the transition. Their recommended strategies are actionable, including scaffolded learning opportunities with increasing difficulty, more standardized and structured communications around expectations and effective feedback, enhanced orientation through bootcamp, and integration of more formal and informal social networking opportunities to increase peer and faculty interaction.","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 1 1","pages":"E679"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45883777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}