We, the staffs of our beloved department, gathered together to share and discuss about the education for medical students and our residents. It is a must for the department to follow according to quality assurance of education (Thai Qualifications Framework for Higher Education; TQF: HEd), that every single year 80% of the staffs must attend a conference to plan, follow and review for every course. Although it may not be able to achieve a goal of 80%, but the attmosphere inside the deparment conference room is great. Creative ideas are suggested, listened and get a review.
From the undergraduate team, the theme was "What can we give to medical students?". We have to focus on the main subject, SIAS 501; that we have to teach our students, we change the topics of lectures, and case studies. We hoped that simulation will start real soon so that we can use this type of education to teach the crisis management especially anaesthesia related complications. We have checklists for medical students for bedside teaching so that every staff can have an idea what we can discuss and talk to our students.
In an era of modern technology and internet, we will definitely apply the internet, and paperless for education for the medical students, lectures and powerpoint files will be added in the the e-learning platform by the hospital database.
For the residents, we discuss about rotation change, types of education that may work well with adult education.
2011-04-02
2010-08-28
Anaesthesia Education (Initiatives & Action plan; after SWOT)
Today our department had organised second meeting (after the previous one a month ago) and discussion for the next four years, what we are going to do after we finalised the list of things or outcomes we would like to see it happens. Some presentatives of nurse anaesthetists and technicians are also invited to participate the meeting.
In the undergraduate anaesthesia education team; we, the whole participants at the meeting, agreed to improve the way we teach our beloved medical students. The problem is we need to change our ways of thinking, we have only two weeks to teach them, but we cannot teach all aspects of our specialty, we do not have time to teach them to become a new anaesthetist, so we must change ourselves as well, just remember to teach them only the main objectives we have written before; such as preoperative evaluation and preparation, basic airway management skill, acute postoperative pain control, oxgen therapy. The way we communicate among ourselves should follow the principles of Medical education, we have to look back to OLE; objectives, learning process and evaluation.
Not only we have to change ourselves, we do have to emphasise these aforementioned objectives to our students as well, endotracheal intubation is not the only thing they should learn from us, they should seek their ways to gain more experience elsewhere during their time in other departments, endotracheal intubation is just the beginning part of anaesthetics administration; our medical students have to be well informed about this.
Our action plans include the emphasis of medical education among our consultants by either send newcomers to educate or invite education experts to our departments for fresh up our middle or senior consultants. Extend the medical student study time by the use of new media especially the electronic learning, so that we can assess the access and follow our students whether or not they log in and the process they have logged in. While the assessment of learning outcomes should be the self-assessment after they finish their time with us, especially three main skills; preoperative evaluation and preparation, open patient airway by mask and endotracheal intubations, also we have to see how they evaluate our department when they have graduate the medical school as well, how they judge us and think about competency in some skills such as CPR, lumbar puncture, and endotracheal intubation.
Time is running, the wind of change is coming.
In the undergraduate anaesthesia education team; we, the whole participants at the meeting, agreed to improve the way we teach our beloved medical students. The problem is we need to change our ways of thinking, we have only two weeks to teach them, but we cannot teach all aspects of our specialty, we do not have time to teach them to become a new anaesthetist, so we must change ourselves as well, just remember to teach them only the main objectives we have written before; such as preoperative evaluation and preparation, basic airway management skill, acute postoperative pain control, oxgen therapy. The way we communicate among ourselves should follow the principles of Medical education, we have to look back to OLE; objectives, learning process and evaluation.
Not only we have to change ourselves, we do have to emphasise these aforementioned objectives to our students as well, endotracheal intubation is not the only thing they should learn from us, they should seek their ways to gain more experience elsewhere during their time in other departments, endotracheal intubation is just the beginning part of anaesthetics administration; our medical students have to be well informed about this.
Our action plans include the emphasis of medical education among our consultants by either send newcomers to educate or invite education experts to our departments for fresh up our middle or senior consultants. Extend the medical student study time by the use of new media especially the electronic learning, so that we can assess the access and follow our students whether or not they log in and the process they have logged in. While the assessment of learning outcomes should be the self-assessment after they finish their time with us, especially three main skills; preoperative evaluation and preparation, open patient airway by mask and endotracheal intubations, also we have to see how they evaluate our department when they have graduate the medical school as well, how they judge us and think about competency in some skills such as CPR, lumbar puncture, and endotracheal intubation.
Time is running, the wind of change is coming.
2010-08-26
How to get start
As we are searching for the curriculum elsewhere for our beloved medical students, we ran across "The Anaesthesia UK" site, it shows common questions about the role of anaesthetists as a profession. It can envision our medical students every routine day what we really do or care for our patients.
Be informed from this lovely website link. Access to the site by the title link.
Be informed from this lovely website link. Access to the site by the title link.
2010-08-14
Ventiltor setting: Perioperative ventilator workshop
Although it is a long weekend nationwide, but our department has arranged a conference about the perioperative ventilator setting. Today Aug-14 is the beginning day of the 2-day workshop, the topics started with basic and advance modes of mechanical ventilation. Patient care and monitoring of the patients who require ventilator support, the problems of ventilator-patient dyssynchrony, and special patient groups: neurologic, traumatic chest, transportation, and perioperative ventilator setting and complications.
When it was nearly the end of the day, we discussed about perioperative care by anaesthetists, because we can attenuate perioperative respiratory complications by using the lower oxygen concentration during the induction time, we can use FiO2 of 0.8 instead of 100% oxygen. We talked about within the next five years ventilator setting in the OR would catch up the ITU/ICU, actually, there are papers about ASV (adaptive support ventilation) using in the OR, and recent paper was published in European J of Anaesthesiology about this mode in 2009.
We will pose some photo of the workshop, as well as some slides later on, don't forget to update and tune in.
When it was nearly the end of the day, we discussed about perioperative care by anaesthetists, because we can attenuate perioperative respiratory complications by using the lower oxygen concentration during the induction time, we can use FiO2 of 0.8 instead of 100% oxygen. We talked about within the next five years ventilator setting in the OR would catch up the ITU/ICU, actually, there are papers about ASV (adaptive support ventilation) using in the OR, and recent paper was published in European J of Anaesthesiology about this mode in 2009.
We will pose some photo of the workshop, as well as some slides later on, don't forget to update and tune in.
2010-07-31
Journal club for June and July 2010
This is another platform for the fellow level, there is a regular meeting organised by the team of CVT anaesthesia, and there are journal club, Morbidity & mortality conference, and HA topic. One member of the asked me whether or not she can put the lists of the journal they have read here, so that they would know what had been discussed at the conference. Here are the lists for the month of June and July for this 2010 academic year.
- (Wed 9) Anesthesia for patients with pulmonary hypertension
- (Wed 16) Protecting the Brain During Aortic Surgery: An Enduring Debate With Unanswered Questions
- (Wed 23) An Entirely Subcutaneous Implantable Cardioverter–Defibrillator
For the month of July 2010:
- (Wed 14) Lumbar Cerebrospinal Fluid Drainage for Thoracoabdominal Aortic Surgery: Rationale and Practical Considerations for Management
- (Wed 21) Neurological Damage Related to Cardiac Surgery
2010-07-28
Anaesthesia Education (SWOT analysis)
There was a departmental wide conference organised yesterday (2010-07-27) to learn about ourselves, how we are, where we really stand, and what we are going to be for the next four years, in order to give a momentum to move forward. Strength-Weakness-Oppertunity-Threat analysis was aimed in four major areas: service, government, education and research.
Education in our department of Anesthesiology has some weaknesses as well as strengths, however, we are committed to improve ourselves to serve our dear customers; medical students, residents and fellows, and anaesthesia nurse students, at the best quality learning; education and training they should deserve during the time they spend their time with us.
For medical students; the curriculum has just been changed for 2 years, so there might be a minor change for that, but the anxiety level among them will be in our minds to look for.
For residents and fellows; there may be more short courses organised for them, more specialty training courses, we will look for the future trend in our specialty for the Kingdom as well.
The earlier we change, the better quality of education we should get, hopefully.
Education in our department of Anesthesiology has some weaknesses as well as strengths, however, we are committed to improve ourselves to serve our dear customers; medical students, residents and fellows, and anaesthesia nurse students, at the best quality learning; education and training they should deserve during the time they spend their time with us.
For medical students; the curriculum has just been changed for 2 years, so there might be a minor change for that, but the anxiety level among them will be in our minds to look for.
For residents and fellows; there may be more short courses organised for them, more specialty training courses, we will look for the future trend in our specialty for the Kingdom as well.
The earlier we change, the better quality of education we should get, hopefully.
2010-07-13
How we learn
From today edition of Bangkokpost (2553-07-13) in the education section, there is a very interesting and important Quote of the week by William Glasser. It says:
"We learn
10% of what we read;
20% of what we hear;
30% of what we see;
50% of what we both hear and see;
70% of what is discussed;
80% of what we experience personally; and
95% of what we teach to someone else"
Therefore, our beloved medical students should be encouraged to speak out and actively participate in activities assigned for them, such as bed side teaching, problem based learning, and even team based learning.
"We learn
10% of what we read;
20% of what we hear;
30% of what we see;
50% of what we both hear and see;
70% of what is discussed;
80% of what we experience personally; and
95% of what we teach to someone else"
Therefore, our beloved medical students should be encouraged to speak out and actively participate in activities assigned for them, such as bed side teaching, problem based learning, and even team based learning.
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