Publications (14) View all
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Article: Code reader: a novel concept that warrants more research.
Simulation in healthcare: journal of the Society for Simulation in Healthcare 04/2012; 7(2):136-7; author reply 137. · 1.83 Impact Factor -
Article: Review article: new directions in medical education related to anesthesiology and perioperative medicine.
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ABSTRACT: We aim to provide a broad overview of current key issues in anesthesiology education to encourage both "clinician teachers" and "clinician educators" in academic health centres to consider how medical educational theory can inform their own practice. Evolving contextual issues, such as work-hour reform and the patient safety movement, necessitate innovative approaches to anesthesiology education. There is a substantial amount of relevant literature from other disciplines, such as sociology, psychology, and human factors research, using methodologies that are often unfamiliar to most clinicians. Recurring themes include the increasing use of simulation-based education, the importance of faculty development, challenges in teaching and assessing the non-medical expert roles, and the promise of team training and interprofessional education. Interdisciplinary collaborations are likely key to answering pressing questions in anesthesiology education, and a greater understanding of qualitative and mixed methods research will allow a broader range of questions to be answered. Simulation offers the opportunity to learn from failures without exposing patients to risk and brings the challenge of integrating innovations into existing curricula. Interprofessional education allows learning in the teams that will work together; even so, it needs to be prioritized to overcome logistical barriers. The challenges of introducing a competency-based curriculum have resulted in hybrid systems where elements of competency-based medical education have been combined with traditional apprenticeship curricula. The value of faculty development to encourage even simple measures, such as establishing learning objectives and discussing these with trainees, cannot be over-emphasized. Key issues in assessment include the need to evaluate multiple levels of performance in a cohesive system of assessment and the need to identify the unintended consequences of assessment. We have identified a number of key themes and challenges for anesthesiology education. This discussion will continue in greater depth in individual articles in this issue so as to promote further interest in a growing body of literature that is relevant to anesthesiology education.Canadian Anaesthetists? Society Journal 12/2011; 59(2):136-50. · 2.31 Impact Factor -
Article: Evolving challenges and opportunities for difficult airway management guidelines.
Canadian Anaesthetists? Society Journal 06/2011; 58(8):703-8. · 2.31 Impact Factor -
Article: Looking in the mirror: self-debriefing versus instructor debriefing for simulated crises.
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ABSTRACT: To examine the effectiveness of self-debriefing as compared to instructor debriefing in the change of nontechnical skills performance of anesthesiology residents. Prospective, randomized, controlled study. A university hospital simulation center. : Fifty anesthesiology residents. Subjects were instructed in the principles of nontechnical skills for crisis management. Subsequently, each resident participated in a high-fidelity simulated anesthesia crisis scenario (pretest). Participants were randomized to either a video-assisted self-debriefing or instructor debriefing. In the self-debriefing group, subjects reviewed their pretest scenario by themselves, guided by the Anesthetists' Non-Technical Skills scale. The instructor debriefing group reviewed their pretest scenario guided by an expert instructor also using the Anesthetists' Non-Technical Skills scale as a framework. Immediately following their respective debriefings, subjects managed a second simulated crisis (post-test). After all data were collected, two blinded experts independently rated videos of all performances in a random order using the Anesthetists' Non-Technical Skills scale. Performance significantly improved from pretest to post-test (p < .01) regardless of the type of debriefing received. There was no significant difference in the degree of improvement between self-debriefing and instructor debriefing (p = .58). Nontechnical skills for crisis resource management improved with training, as measured by the Anesthetists' Non-Technical Skills scale. Crisis resource management can be taught, with measurable improvements. Effective teaching of nontechnical skills can be achieved through formative self-assessment even when instructors are not available.Critical care medicine 06/2011; 39(6):1377-81. · 6.37 Impact Factor -
Article: Combined rigid videolaryngoscopy-flexible bronchoscopy for intubation.
Korean journal of anesthesiology 05/2011; 60(5):381-2.
