Best Practice & Research Clinical Anaesthesiology RSS feed: Current Issue. In practical paperback format, each 200 page topic-based issue of Best Practice & Research Clinical Anaesthesiology will provide a comprehensive review of current clinical practice and thinking within the specialty anaesthesiology. All chapters are commissioned and written by an international team of practicing clinicians with the Guest Editors for each issue drawn from a pool of renowned experts and opinion leaders. Reference is made to: the latest original research Cochrane Reviews audits and confidential enquiries national and international conferences national and international guidelines personal communications All chapters take the form of practical, evidence-based reviews that seek to address key clinical issues of diagnosis, treatment and patient management. Each issue follows a problem-orientated approach that focuses on the key questions to be addressed, clearly defining what is known and not known. Management will be described in practical terms so that it can be applied to the individual patient. Boxed and bulleted Learning Objectives and Practice Points are features within each chapter and will highlight the core and essential knowledge that will help the physician to provide the best care to their patients. The series' objective is to provide a continuous update for the busy clinician and researcher. 2011 topics, Volume 25, Issues 1-4 Vol. 25:1 March - Obesity in anaesthesia and intensive care B. Bein & J. Scholz Vol. 25:2 June - Safety in anaesthesia S. Staender et. al. Vol. 25:3 September - Perioperative morbidity and mortality in the elderly D. Story Vol. 25:4 December - New approaches in clinical research G E. Nemergut 2012 topics, Volume 26, Issues 1-4 Vol. 26:1 March - Challenges in Anesthesia Education K. Sullivan & A.W. Gelb Vol. 26:2 June - Mechanical Circulatory Support K. Subramaniam Vol. 26:3 September - Delirium in the hospital setting P. Pelosi & C. Gregoretti Vol. 26:4 December - Perioperative intravascular volume replacement and blood transfusion in adults M. Gama & P. Pelosi http://www.clinicalanaesthesiology.com/?rss=yesElsevier Inc.en © 2012 Published by Elsevier Inc. All rights reserved. Best Practice & Research Clinical Anaesthesiology1521-6896261March 2012 © 2012 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.clinicalanaesthesiology.com/article/PIIS1521689612000213/abstract?rss=yesEditorial Board10.1016/S1521-6896(12)00021-3Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-8iiiiiihttp://www.clinicalanaesthesiology.com/article/PIIS1521689612000092/abstract?rss=yesOver the last few decades, the face of both undergraduate and graduate medical education has changed. Medical education is currently being reformed to focus less on mastery of knowledge and clinical skills and more on achieving specific competencies that ensure learners have a solid educational foundation for future practice. These changes have occurred in direct response to the growing complexities of both patients and health-care systems. In order to respond to these changing times, anaesthesiology educators must adapt curricula for both undergraduate and graduate medical students. A shift in the focus of education from knowledge-based to competency-based has begun. In addition, educators must focus on education over service within the context of limited duty hours. In order to provide adequate access to patients in the limited time available, educators must seek innovations in rotation design.Challenges in anaesthesia educationKristina R. Sullivan, Adrian W. Gelb10.1016/j.bpa.2012.03.002Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-812http://www.clinicalanaesthesiology.com/article/PIIS1521689612000031/abstract?rss=yesSimulation has become ubiquitous in medical education over the last decade. However, while many health-care professions and disciplines have embraced the use of simulation for training, its use for high-stakes testing and credentialing is less well established. This chapter explores the incorporation of simulation into training requirements and board certification, and its role for quality assurance of educational programmes and professional competence. Educational theories that underlie the use of simulation are described. The driving forces that support the simulation movement are outlined. Accreditation bodies have mandated simulation in training and maintenance of certification. It may be only a matter of time before simulation becomes one of the standards for performance assessment.Simulation for quality assurance in training, credentialing and maintenance of certificationRandolph Herbert Steadman, Yue Ming Huang10.1016/j.bpa.2012.01.002Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-8315http://www.clinicalanaesthesiology.com/article/PIIS1521689612000079/abstract?rss=yesThe shortage of healthcare providers in low- and middle-income countries (LMICs) is well documented and is manifested by a profound lack of anaesthesia providers, especially throughout Sub-Saharan Africa. The need to develop and support training programs for physician and non-physician anesthetists in LMICs is therefore paramount to providing safe and cost effective anaesthesia care. Development of these training programs is multifaceted and must take into account the specific needs of the recipient country in order to be successful.Curriculum development should be directed towards sustainable change, ultimately reducing the need for outside support. To ensure viability as the new program develops, graduates need to be assimilated into the program as leaders. Emphasis needs to be placed on lessons learnt, professional conduct, and improving outcomes. Anaesthesia educational programs must emphasize quality, safety and professionalism in the providers and the care they deliver. Region-specific teaching methods should be developed using problem-based learning techniques and presenting data in a way that educates rather than castigates.There are good examples of programs that have been implemented to support education in LMICs. However, there are only a few that have successfully adopted a holistic approach to the entire curriculum. More often than not, programs have focused on specific areas of expertise of visiting teachers, rather than the needs of the recipient program. Because of the limited data available, it remains difficult to define any one clear path to achieving these goals. A combination of coordination and collaboration will increase the efficacy of implementing new or upgrading existing programs and will allow clearly defined paths to be defined in the future.Developing a curriculum for anaesthesia training in low- and middle-income countriesGerald Dubowitz, Faye M. Evans10.1016/j.bpa.2012.02.004Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-81721http://www.clinicalanaesthesiology.com/article/PIIS1521689612000080/abstract?rss=yesUndergraduate medical education is currently being reformed to adapt to our evolving systems of health care. Medical student curricula are focussing less on mastery of knowledge and clinical skills and more on achieving multiple competencies that will provide students with a solid foundation to practice in complex health-care environments. Anaesthesiologists are uniquely positioned to teach towards a number of competencies. In order to do so, innovations in the traditional apprentice-style clerkships need to be considered. Anaesthesiology rotations should be made part of the core curriculum in order to meet evolving student educational needs and better position anaesthesia educators to assist future curriculum reform. Innovative approaches applicable to anaesthesia clerkships include the use of integration techniques, continuity of patient care and educator preceptorship, as well as multidisciplinary and interprofessional teaching. Continued inquiry into teaching effectiveness and curricular innovation is critical in order to meet the educational needs of future medical students.Innovations in anaesthesia medical student clerkshipsKristina R. Sullivan, Mark D. Rollins10.1016/j.bpa.2012.03.001Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-82332http://www.clinicalanaesthesiology.com/article/PIIS1521689612000055/abstract?rss=yesToday’s educators are faced with substantial challenges in the use of information technology for anaesthesia training and continuing medical education. Millennial learners have uniquely different learning styles than previous generations of students. These preferences distinctly incorporate the use of digital information technologies and social technologies to support learning. To be effective teachers, modern educators must be familiar with these new information technologies and understand how to use them for medical education.Examples of new information technologies include learning management systems, lecture capture, social media (YouTube, Flickr), social networking (Facebook), Web 2.0, multimedia (video learning triggers and point-of-view video) and mobile computing applications.The information technology challenges for educators in the twenty-first century include: (a) understanding how technology shapes the learning preferences of today’s anaesthesia residents, (b) distinguishing between the function and properties of new learning technologies and (c) properly using these learning technologies to enhance the anaesthesia curriculum.Information technology and its role in anaesthesia training and continuing medical educationLarry F. Chu, Matthew J. Erlendson, John S. Sun, Anna M. Clemenson, Paul Martin, Reuben L. Eng10.1016/j.bpa.2012.02.002Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-83353http://www.clinicalanaesthesiology.com/article/PIIS1521689612000043/abstract?rss=yesThe last 20 years has seen many changes in medical education, with reforms taking place in undergraduate health-care studies with the application of the Bologna principles and also transfer of the same educational principles to postgraduate medical specialty training.It is the aim of this article to grossly sketch and contextualise these reforms in the rapidly evolving European Union, before defining harmonisation of the medical postgraduate training and the bodies involved in this process; thereafter, the authors try to present the potential consensus points that can make the process of harmonisation in anaesthesiology postgraduate training in Europe become a reality. Finally, a brief outline of the potential challenges concludes the paper.Harmonisation of anaesthesiology training in EuropeElisabeth F. Van Gessel, Helle Thy Ostergard, Leila Niemi-Murola10.1016/j.bpa.2012.02.001Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-85567http://www.clinicalanaesthesiology.com/article/PIIS152168961200002X/abstract?rss=yesThe specialty of anaesthesiology has expanded from the intra-operative management of the surgical patient undergoing an operative procedure to the perioperative management of patients undergoing procedures. The perioperative management involves the preoperative evaluation and preparation and also involves the postoperative management of the patient. To effectively perform these functions, a solid foundation in cardiology, pulmonary Medicine, critical care Medicine and pain medicine is mandatory. After completing the required courses in medical school, electives in these areas will prepare the student for further training in anaesthesiology.Pre-anaesthesia residency requirements: What provides a solid foundation?Robert Gaiser10.1016/j.bpa.2012.01.001Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-86976http://www.clinicalanaesthesiology.com/article/PIIS1521689612000067/abstract?rss=yesFeedback is an integral part of the educational process. It provides learners with a comparison of their performance to educational goals with the aim of helping them achieve or exceed their goals. Effective feedback is delivered in an appropriate setting, focusses on performance and not the individual, is specific, is based on direct observation or objective date, is delivered using neutral, non-judgemental language and identifies actions or plans for improvement. For best results, the sender and receiver of feedback must work as allies. Negative feedback can create an emotional response in the learner, which may interfere with the effectiveness of the feedback due to dissonance between self-evaluation and external appraisal. Reflection can help learners process negative feedback and allow them to develop and implement improvement plans. Both delivering and receiving feedback are skills that can be improved with training. Teachers have a duty to provide meaningful feedback to learners; learners should expect feedback and seek it.Giving feedback – An integral part of educationScott A. Schartel10.1016/j.bpa.2012.02.003Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-87787http://www.clinicalanaesthesiology.com/article/PIIS1521689612000250/abstract?rss=yesKeyword index10.1016/S1521-6896(12)00025-0Best Practice & Research Clinical Anaesthesiology 26, 1 (2012)2012-03-01Best Practice & Research Clinical Anaesthesiology2012-03-01261S1521-6896(12)X0002-8I1I1