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

{"title":"Evaluation and Analysis of Fellow Learning and Education Curriculum in a Regional Anesthesiology and Acute Pain Medicine Fellowship: A Prospective, Observational Pilot Study.","authors":"Maciej Z Klosowski, N. Schott","doi":"10.46374/volxxiv_issue1_schott","DOIUrl":"https://doi.org/10.46374/volxxiv_issue1_schott","url":null,"abstract":"Background\u0000Since 2017, several regional anesthesiology and acute pain medicine fellowship programs throughout the country have developed various educational didactic curriculums to address the core medical knowledge requirements as set by the Accreditation Council for Graduate Medical Education. Given the paucity of existing literature regarding the medical knowledge acquisition of regional anesthesiology and acute pain medicine fellows, this study aimed to determine how quickly these fellows learn during their fellowship year, with a secondary aim of analyzing a new educational didactic curriculum in its goal of delivering the required medical knowledge.\u0000\u0000\u0000Methods\u0000An 89-question, multiple-choice examination was administered to the 2020-2021 regional anesthesiology and acute pain medicine fellows at the University of Pittsburgh Medical Center during orientation and again at 4 months and 8 months into the fellowship. A secondary analysis of anonymous deidentified answers was completed.\u0000\u0000\u0000Results\u0000Fellows averaged 64%, 74%, and 79% correct responses on the orientation, 4-month, and 8-month exams, respectively. An analysis of the orientation exam revealed that the most commonly incorrect answers stemmed from topics including lower extremity nerve blocks, truncal blocks, and neuraxial anesthesia. The 4-month exam showed overall marked improvement; however, truncal blocks remained the most missed topic. Topics with 100% correct response rates in all examinations were local anesthetic pharmacology and systemic opioids.\u0000\u0000\u0000Conclusions\u0000The results of this study indicate that a large portion of learning occurs during the first 4 months of the fellowship and slows thereafter. Using this simple form of fellowship evaluation, changes to an educational didactic curriculum can be implemented to reach medical knowledge goals more effectively and efficiently as required by the Accreditation Council for Graduate Medical Education.","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 1 1","pages":"E682"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41947168","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}

{"title":"Characterization of Reflective Capacity of Anesthesiology Trainees in an Irish Tertiary Referral Teaching Hospital.","authors":"Hassan M Ahmed, A. D. Galvin, A. O'Loughlin, Aisling O'Meachair, J. Cooper, Richard H Blum, G. Shorten","doi":"10.46374/volxxiv_issue1_ahmed","DOIUrl":"https://doi.org/10.46374/volxxiv_issue1_ahmed","url":null,"abstract":"Background\u0000Reflective practice is associated with improved accuracy of medical diagnosis and superior performance in complex situations. Systematic observation of trainees' reflective capacities constitutes a basis for an effective support of reflective practice within the training paradigm. We set out to examine the reflective capacity among anesthesiology trainees in a tertiary referral hospital.\u0000\u0000\u0000Methods\u0000We invited 61 anesthesiology trainees in Cork University Hospitals, Ireland, to participate. Each trainee was invited to respond to 2 investigator-written vignettes prepared by the investigators and suitable for evaluation using the Reflection Evaluation for Learners' Enhanced Competencies Tool (REFLECT) and to produce and then respond to a written vignette based on their own experience. All responses were assessed by 2 independent assessors who had undergone training in the application of the REFLECT rubric, which gives quantifiable scores. Interrater reliability was assessed by weighted kappa coefficient. Association between years of training in medicine and level of reflective capacity was examined using correlation and multiple regression analyses, controlling for age.\u0000\u0000\u0000Results\u0000Twenty-nine trainees agreed to participate, the overall REFLECT Level was 2.16 (SD 0.7), corresponding to \"thoughtful action,\" indicating low to moderate reflective ability. Cronbach's alpha for the 5 items of the REFLECT scale was excellent (r = 0.92). Weighted kappa was very satisfactory (k = 0.81). A strong association was demonstrated between years in medicine and scores on REFLECT, controlling for age of participant (F = -2.57, Beta coefficient = -0.30). Respondents with less experience had greater mean REFLECT scores than respondents with more experience (F = 5.5, P = .02; post hoc mean difference = 0.7, P = .03 for ≤32 months vs ≥99 months). There was a significant effect for gender (t = -4.3, P = .001), with women's responses receiving greater REFLECT scores than men's responses (mean difference = 0.67, P = .001).\u0000\u0000\u0000Conclusions\u0000Overall, participants demonstrated low to moderate reflective capacity, as assessed by the REFLECT rubric. Reflective capacity of the anesthesiology trainees appears to decrease as years of medical training progress. However, our respondents were not sampled over time to fully support this conclusion. Further research is needed on the psychometric properties of the REFLECT rubric and the generalizability of our findings.","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 1 1","pages":"E678"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47256656","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}

{"title":"Sex Disparity Persists in Pain Medicine: A Cross-Sectional Study of Chairpersons Within ACGME-Accredited Chronic Pain Fellowship Programs in the United States.","authors":"R. D'souza, Roderick King, N. Strand, Ross A. Barman, Oludare Olatoye","doi":"10.46374/volxxiv_issue1_dsouza","DOIUrl":"https://doi.org/10.46374/volxxiv_issue1_dsouza","url":null,"abstract":"Objective\u0000To compare the representation of female and male chairpersons and evaluate their respective demographic, academic, and program-related characteristics in academic chronic pain institutions.\u0000\u0000\u0000Methods\u0000We identified all chronic pain fellowship programs that are accredited by the Accreditation Council for Graduate Medical Education (ACGME) on April 19, 2021. We queried institutional websites or contacted programs directly to identify the respective departmental/divisional program chairperson. We abstracted data on program chairpersons from public databases and performed statistical comparisons of demographic, academic, and program-related characteristics between female and male program chairpersons.\u0000\u0000\u0000Results\u0000Of the 111 ACGME-accredited chronic pain fellowship programs, we identified the current chairperson at 87 programs (78.4%). There were 17 female chairpersons (19.5%) and 70 male chairpersons (80.5%). A higher proportion of female chairpersons reported an academic rank of assistant professor compared with male chairpersons (35.3% vs 11.4%, P = .027). Male chairpersons published more peer-reviewed articles compared with female chairpersons (median 32.0 vs 10.0 publications, P = .001). Concordantly, male chairpersons achieved a higher H-index score compared with female chairpersons (median 10.0 vs 3.0, P = .001). No differences were identified in other academic or program-related characteristics.\u0000\u0000\u0000Conclusion\u0000This cross-sectional study illuminates important details on sex-related differences in the chronic pain program chair role. Women chairpersons are underrepresented, have fewer peer-reviewed publications, and achieved a lower H-index score compared with male chairpersons. Establishing these baseline associations provides a reference for future studies to evaluate changes over time.","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"32 1","pages":"E680"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70497611","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}

{"title":"Anesthesiology Residency Recruitment: A Prospective Study Comparing In-Person and Virtual Interviews.","authors":"Sarah L. Nizamuddin, Shiragi Patel, Junaid Nizamuddin, Usman Latif, Sang Mee Lee, A. Tung, Allison Dalton, J. Klafta, Michael O'Connor, S. Shahul","doi":"10.46374/volxxiv_issue1_nizamuddin","DOIUrl":"https://doi.org/10.46374/volxxiv_issue1_nizamuddin","url":null,"abstract":"Background\u0000Residency recruitment requires significant resources for both applicants and residency programs. Virtual interviews offer a way to reduce the time and costs required during the residency interview process. This prospective study investigated how virtual interviews affected scoring of anesthesiology residency applicants and whether this effect differed from in-person interview historical controls.\u0000\u0000\u0000Methods\u0000Between November 2020 and January 2021, recruitment members at the University of Chicago scored applicants before their interview based upon written application materials alone (preinterview score). Applicants received a second score after their virtual interview (postinterview score). Recruitment members were queried regarding the most important factor affecting the preinterview score as well as the effect of certain specified applicant interview characteristics on the postinterview score. Previously published historical controls were used for comparison to in-person recruitment the year prior from the same institution.\u0000\u0000\u0000Results\u0000Eight hundred and sixteen virtual interviews involving 272 applicants and 19 faculty members were conducted. The postinterview score was higher than the preinterview score (4.06 versus 3.98, P value of <.0001). The change in scores after virtual interviews did not differ from that after in-person interviews conducted the previous year (P = .378). The effect of each characteristic on score change due to the interview did not differ between in-person and virtual interviews (all P values >.05). The factor identified by faculty as the most important in the preinterview score was academic achievements (64%), and faculty identified the most important interview characteristic to be personality (72%).\u0000\u0000\u0000Conclusions\u0000Virtual interviews led to a significant change in scoring of residency applicants, and the magnitude of this change was similar compared with in-person interviews. Further studies should elaborate on the effect of virtual recruitment on residency programs and applicants.","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 1 1","pages":"E681"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48385367","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}

{"title":"Content Evaluation of Residency Websites for All 159 Anesthesiology ACGME Programs in the USA.","authors":"Samuel A Cohen, Landon E Cohen, Felipe D Perez, Alex Macario, James Xie","doi":"10.46374/volxxiv_issue1_xie","DOIUrl":"10.46374/volxxiv_issue1_xie","url":null,"abstract":"<p><strong>Background: </strong>The shift to virtual interviews during the COVID-19 pandemic has elevated the vital role of Accreditation Council for Graduate Medical Education residency program websites in conveying information to applicants. The purpose of our study was to assess the recruitment, education, and diversity and inclusion content on websites for anesthesiology residency programs. Second, we aimed to test the hypothesis that the content scores of websites are higher in programs with more National Institutes of Health funding, in programs that are university-based versus community-based, and in larger programs, as measured by number of residents.</p><p><strong>Methods: </strong>Two independent reviewers evaluated the websites of the 159 anesthesiology residency programs accredited by the Accreditation Council for Graduate Medical Education for the presence (yes/no) of 12 recruitment, 6 education, and 8 diversity and inclusion criteria. Multiple linear regression was used to determine which program factors were most associated with total website content score.</p><p><strong>Results: </strong>Anesthesiology residency program websites contained a mean of 12.9 (SD = 3.4; range, 3-21) of the 26 study-defined criteria. The most common recruitment, education, and diversity and inclusion criteria were, respectively, program description, rotation information, and community demographics. Controlling for program factors, a university-based affiliation (<i>P</i> = .016) was associated with higher website content scores.</p><p><strong>Conclusions: </strong>There is large variation in the recruitment, education, and diversity and inclusion content on anesthesiology residency program websites nationally. Since program websites averaged only half of criteria, this may provide an impetus for programs to modify their websites, which may inform applicant decisions about which programs align with their training and career goals.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 1 1","pages":"E683"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9176395/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48626029","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":"Eye-Tracking Technology to Determine Procedural Proficiency in Ultrasound-Guided Regional Anesthesia.","authors":"G Andrew Wright,&nbsp;Rahool Patel,&nbsp;Koraly Perez-Edgar,&nbsp;Xiaoxue Fu,&nbsp;Kayla Brown,&nbsp;Sanjib Adhikary,&nbsp;Adrian Zurca","doi":"10.46374/volxxiv_issue1_zurca","DOIUrl":"https://doi.org/10.46374/volxxiv_issue1_zurca","url":null,"abstract":"<p><strong>Background: </strong>Eye-tracking measures attention patterns, which may offer insight into evaluating procedural expertise. The purpose of this study was to determine the feasibility of using eye tracking to assess visual fixation patterns when performing an ultrasound-guided regional anesthesia procedure and to assess for differences between experienced, intermediate, and novice practitioners.</p><p><strong>Methods: </strong>Participants performed an ultrasound-guided sciatic nerve block 3 times on a fresh cadaver model while wearing eye-tracking glasses. Gaze fixation and dwell time on each location were compared between participants. Eye-gaze paths were used to derive a measure of entropy, or how often participants switched gaze fixations between locations.</p><p><strong>Results: </strong>Five attending anesthesiologists, 5 third-year anesthesiology residents with prior ultrasound-guided regional anesthesia experience, and 5 medical students completed the study. Individuals with more experience were more likely to successfully perform the sciatic nerve block (5/5 attendings, 5/5 residents, 0/5 students; <i>P</i> = .002) and performed the procedure faster (average: attendings 62.6 seconds, residents 106.4 seconds, students 134.4 seconds; <i>P</i> = .089). Participants were progressively faster with practice (Trial 1: 41.8 seconds, Trial 2: 29.2 seconds, Trial 3: 28.9 seconds; <i>P</i> = .012), and the average number of eye shifts per trial decreased from 10.8 to 6.5 to 6 (<i>P</i> = .010). Attending physicians spent significantly less time fixating on the ultrasound monitor compared to trainees (<i>P</i> = .035). Average visual entropy progressively decreased from Trial 1 to Trial 3 (<i>P</i> = .03) and with greater experience (<i>P</i> = .15). There was a strong correlation between entropy and time on task (r(16) = 0.826, <i>P</i> = .001).</p><p><strong>Conclusions: </strong>Experienced providers make fewer back-and-forth visual fixations, spend less time in the procedure, and demonstrate less entropy during ultrasound-guided regional anesthesia procedures. Mobile eye-tracking has the potential to provide additional objective measures of performance that may help not only determine procedural competence but also distinguish between levels of proficiency.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"24 1","pages":"E684"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9176401/pdf/i2333-0406-24-1-Zurca.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10253716","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":"Millennial Medical Students' Educational Expectations of Anesthesia Clerkships.","authors":"Kathy D Schlecht,&nbsp;Lucas S Reitz,&nbsp;Carly M Farr,&nbsp;Lisa M Spencer,&nbsp;Jacob J Jewulski","doi":"10.46374/volxxiii_issue4_schlecht","DOIUrl":"https://doi.org/10.46374/volxxiii_issue4_schlecht","url":null,"abstract":"<p><strong>Background: </strong>The unique characteristics of the millennial generation has promulgated changes in the workplace and in academia. A lack of national standards necessitates that anesthesia faculty create educational content for anesthesia clerkships. Assessing expectations before an anesthesia rotation would provide data to accommodate millennial medical students' needs and preferences for learning.</p><p><strong>Methods: </strong>A 16-question survey using Qualtrics software was created, with input from millennial medical students, to query preclinical medical students at the Oakland University William Beaumont School of Medicine on their educational expectations of an anesthesia clerkship.</p><p><strong>Results: </strong>Seventy-four surveys were completed, with 34 (46%) of 74 from first-year and 40 (54%) of 74 from second-year medical students. Daily feedback (44 [59%] of 74) and written exams (43 [58%] of 74) were preferred methods of evaluation. No lectures, observing in an operating room, and performing procedures on real patients were the preferred format for instruction. Two (23 [31%] or 74) to 3 (33 [45%] of 74) weeks was the preferred duration of an anesthesia rotation.</p><p><strong>Conclusions: </strong>This study demonstrates that millennial medical students have preconceived educational expectations of an anesthesia clerkship, and identifies learning preferences that differ from the implemented anesthesia curriculum currently described in the literature.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"23 4","pages":"E677"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8691174/pdf/i2333-0406-23-4-Schlecht.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39771826","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":"Virtual Residency Interviews: A Survey of Anesthesiology Program Director Perspectives Amidst the COVID-19 Pandemic.","authors":"Geoffrey Ho,&nbsp;Jevaughn Davis,&nbsp;A Katharine Hindle,&nbsp;Eric Heinz","doi":"10.46374/volxxiii_issue4_ho","DOIUrl":"https://doi.org/10.46374/volxxiii_issue4_ho","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic caused a rapid pivot from in-person to virtual residency interviews across the United States. We present a survey we conducted about the attitudes and opinions of anesthesiology program directors with regard to the 2021 virtual interview process.</p><p><strong>Methods: </strong>This was a 13-question online survey disseminated to 142 anesthesiology residency program directors in February 2021, asking them to compare the most recent interview cycle to their experience with prior cycles.</p><p><strong>Results: </strong>There were 46 (37%) respondents. Generally, respondents saw an increase in applicants and reported perceiving worse interpersonal relationships with applicants, significantly so in programs with small resident classes.</p><p><strong>Conclusions: </strong>Past research has focused on the benefits of virtual interviews for the applicant, but these should be evaluated in tandem with increased difficulties for the interviewers.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"23 4","pages":"E674"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8694035/pdf/i2333-0406-23-4-Ho.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39780110","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":"The Case for Modernizing the Third-Year Clinical Anesthesiology Residency Curriculum.","authors":"Sheldon Goldstein,&nbsp;Andre Bryan,&nbsp;Angela K Vick,&nbsp;Tracey Straker,&nbsp;Sujatha Ramachandran","doi":"10.46374/volxxiii_issue4_goldstein","DOIUrl":"https://doi.org/10.46374/volxxiii_issue4_goldstein","url":null,"abstract":"Advances in anesthesiology over 50 years contributed to the decision to add a required third year of clinical anesthesia (CA) residency training in 1989. Cardiac anesthesiologists with expertise in transesophageal echocardiography (TEE) provide improved monitoring, including surgical guidance. Increased survival of very low birth weight infants increased the need for anesthesiologists who are skilled with these fragile patients. Older, high-risk obstetric patients and complex neurointerventional procedures increased the need for anesthesiologists with special expertise to care for obstetrical and neurosurgical patients. This increased subspecialty knowledge could not be imparted to trainees in 1 rotation; 2 rotations became necessary for generalist anesthesiologists to learn the skills of each subspecialty.","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"23 4","pages":"E673"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8691170/pdf/i2333-0406-23-4-Goldstein.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39860544","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":"The Success of a Simulation-Based Transesophageal Echocardiography Course for Liver Transplant Anesthesiologists.","authors":"Jon M Christensen,&nbsp;James A Nelson,&nbsp;Allan M Klompas,&nbsp;Ryan E Hofer,&nbsp;James Y Findlay","doi":"10.46374/volxxiii_issue4_christensen","DOIUrl":"https://doi.org/10.46374/volxxiii_issue4_christensen","url":null,"abstract":"<p><strong>Introduction: </strong>Transesophageal echocardiography (TEE) is increasingly used for intraoperative management during orthotopic liver transplantation. Proficient TEE use requires skill and knowledge to accurately assess the hemodynamic status and guide clinical management. Currently there are no TEE educational tracks specifically focused on perioperative liver transplant management and barriers to obtaining basic certification exist.</p><p><strong>Methods: </strong>A 4-hour simulation-based learning (SBL) course was provided to improve liver transplant anesthesiologist TEE knowledge and skill. Learners received training and education using a TEE simulator in small groups focusing on basic image acquisition, relevant anatomy, hemodynamic calculations, and pathology germane to the liver transplant period. Knowledge assessment and survey responses were assessed at the beginning and completion of the course. Learners completed TEE examinations with simulated pathology during high-fidelity simulations following the course.</p><p><strong>Results: </strong>Seventeen anesthesiologists completed the course. The median baseline knowledge assessment score was 55.0% (37-70). The median postcourse knowledge assessment score improved to 95.0% (94-100) (<i>P</i> < .001). All anesthesiologists were able to identify TEE pathology during high-fidelity simulation. Survey responses yielded significant median score improvement in all areas assessed using a 5-point Likert scale.</p><p><strong>Conclusions: </strong>A small group, simulation TEE course delivered over 4 hours can increase knowledge and skill in TEE use for liver transplant anesthesiologists.</p>","PeriodicalId":75067,"journal":{"name":"The journal of education in perioperative medicine : JEPM","volume":"23 4","pages":"E672"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8686686/pdf/i2333-0406-23-4-Christensen.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39860549","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}