DOI: 10.1097/AAP.0b013e31819e734f
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PMID: 19282705
Issn Print: 1098-7339
Publication Date: 2009/03/01
Designing and Implementing a Comprehensive Learner-Centered Regional Anesthesia Curriculum
Hugh M. Smith; Sandra L. Kopp; Adam K. Jacob; Laurence C. Torsher; James R. Hebl
Excerpt
Education experts have suggested that many doctors know what to teach, but few know how to teach.1 This statement stems from the fact that most physicians do not receive formal instruction in education theory or methodology during their own medical training. As a result, apprenticeship models of education have prevailed as the primary mode of teaching regional anesthesia to residents in-training for the past several decades. Limitations to this style of teaching include inconsistent learning experiences and limited case numbers. Recently, Richman et al2 demonstrated that a dedicated regional anesthesia rotation may increase the number of blocks performed by residents by concentrating their learning experiences into a focused period. Although this approach represents an educational step forward, most regional anesthesia curricula continue to revolve around an apprenticeship style of training. The Accreditation Council for Graduate Medical Education (ACGME) has also made attempts to improve resident education by implementing standardized education performance objectives (ie, competencies) and establishing minimum regional block numbers for anesthesia residents during the past decade (for complete explanation of ACGME competencies, see http://www.acgme.org/acWebsite/home/home.asp). However, it has been estimated that 40% of residents lack adequate exposure or proficiency in peripheral nerve blockade.3,4 Finally, the introduction of ultrasound-guided regional anesthesia (UGRA) and the national spotlight on patient safety and quality care initiatives have introduced new challenges for regional anesthesia educators. In an effort to address these and many other concerns, we recently redesigned and implemented a new regional anesthesia curriculum within our institution. This curriculum-which describes a single institution's approach to resident education-is reviewed within this special article.
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