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Effect of an educational intervention on Residents supervisory competency
EP28759
Poster Title: Effect of an educational intervention on Residents supervisory competency
Submitted on 09 Jul 2018
Author(s): Rafael Ramirez MD, Enoe Jimenez MD, Erika Taco-Vasquez MD, Nianlan Yang PhD, Efrain Riveros Perez MD
Affiliations: Anesthesiology and Perioperative Medicine, Medical College of Georgia, Augusta University
This poster was presented at Georgia Society of Anesthesiologist
Poster Views: 227
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Poster Information
Abstract: Aim: To evaluate the efficacy of an educational seminar on the competence of supervision in anesthesiology residents.
Background: Anesthesiologists are often expected to supervise other anesthesia care providers during their practice. Development of a supervisory skill set is important during anesthesiology training and has a potential impact on quality of patient care.
Methods: Twenty-four senior residents supervised twelve junior anesthesiology residents during clinical encounters. Quality of supervision, using The 9-item Quality of Supervision Questionnaire validated by De Oliveira Filho, and self-perception were evaluated before and after an educational intervention consisting of a face-to-face seminar and individual workshops of ninety-minute duration, administered during a encounter.
Results: There was a significant difference between the overall means among senior residents for the quality of supervision measured by The 9-item Quality of Supervision Questionnaire, before and after the educational intervention program (3.11±0.29 vs 3.96±0.17, p<0.01). There was no significant difference between the overall means for the self-perception of the senior residents before and after the intervention program (3.51±0.54 vs. 3.48±0.20).
Conclusion: The educational intervention was effective to improve quality of supervision in senior residents, but failed to change self-perception of the supervisory process.
Summary: Supervision of other anesthesia providers by an anesthesiologist is a unique skill that plays an important role in both quality patient care and professional development of anesthesia trainees.
Acquisition of this skill must be part of the anesthesiology-training program, and it would be appropriate to foster the development of the supervisory competence during residency training.
References: 1. De Oliveira GS Jr, Dexter F, Bialek JM, McCarthy RJ. Reliability and validity of assessing subspecialty level of faculty anesthesiologists' supervision of anesthesiology residents. Anesth Analg 2015;120(1):209-13.
2. Harden RM, Crosby JR. 2000. AMEE Education Guide no 20: the good teacher is more than a lecturer—the twelve roles of the teacher. Med Teach 22:334–347.
3. Hesketh EA, Bagnall G, Buckley EG, et al. A framework for developing excellence as a clinical educator. Med Educ. 2001;35(6):555-64.
4. ACGME Program Requirements for Graduate Medical Education in Anesthesiology. See Section II.B.2.a. Available at: http://www.acgme.org/acgmeweb/Portals/0/PFAssets/ProgramRequirements/040_anesthesiology_f07012011.pdf. Accessed April 13, 2015.
5. Department of Health and Human Services, Centers for Medicare and Medicaid Services. CMS Manual System. Pub 100–04 Medicare Claims Processing, Transmittal 1859, November 20, 2009. Subject: MIPPA Section 139 Teaching Anesthesiolog
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