- Creating (and choosing) an optimal learning environment Randall M. Schell and Amy N. DiLorenzo
- Learning styles in anesthesiology education Randall M. Schell and Amy N. DiLorenzo
- Clinical reasoning Edwin A. Bowe
- Curriculum development Amy N. DiLorenzo and Randall M. Schell
- Time-efficient teaching strategies in anesthesia Manuel Pardo, Jr
- Teaching in the preanesthesia clinic Rebecca M. Gerlach, Jenanna D. Blitz, Michael Woo and Bobbie Jean Sweitzer
- Teaching in the operating room Edwin A. Bowe
- Teaching in the ICU: creating an effective educational experience Gary R. Stier
- Pain medicine education in anesthesiology training Matthew Reed, Naileshni Singh and Jordan Newmark
- A foundation for teaching airway management Marc Hassid, J. Scott Walton, John J. Schaefer, III and Stephen F. Dierdorf
- Teaching and learning regional anesthesia Glenn Woodworth, Ryan Ivie and Robert Maniker
- Teaching transesophageal echocardiography John Mitchell and Stephanie B. Jones
- Teaching point of care ultrasound (POCUS) to the perioperative physician Davinder Ramsingh and Jason Gatling
- How to design multimedia presentations Richard E. Mayer
- The interactive classroom Susan Martinelli and Edwin A. Bowe
- E-learning in anesthesiology Amy N. DiLorenzo and Randall M. Schell
- The role of simulation in anesthesiology education Amanda R. Burden
- Test-enhanced learning: using retrieval practice via testing to enhance long term retention of knowledge Randall M. Schell and Amy N. DiLorenzo
- Teaching professionalism during anesthesiology residency John E. Tetzlaff and Edwin A. Bowe
- Providing feedback John Mitchell and Stephanie B. Jones
- The resident as a teacher Robert Gaiser
- Teaching quality and safety John H. Eichhorn
- Teaching residents how to critically read and apply medical literature Brian S. Donahue, Brian J. Gelfand and Matthew D. McEvoy
- Training physician-scientists in anesthesiology and perioperative medicine: challenges, opportunities, and strategies for success Brian J. Gelfand, Frederic T. Billings, IV, Pratik Pandharipande, Edward Sherwood and Matthew D. McEvoy.
Do you want to improve your teaching skills in graduate medical education? This book provides suggestions and practical examples for teaching in the Pre-Anesthesia Clinic, the Operating Room, the Pain Clinic, and the ICU. Designed to help the reader become a more efficient and effective teacher, it also provides best practice suggestions for teaching airway management, regional anesthesia, transesophageal echocardiography, and newer technologic advancements such as point-of-care ultrasound. Based on research in education, this book provides information for all medical educators, including creating the optimal learning environment, teaching clinical reasoning, using multimedia and simulation, making the classroom interactive, and the significance of test-enhanced learning, while presenting specific examples of each. Chapters include teaching professionalism, preparing residents to be teachers, teaching quality and safety, providing feedback, and teaching residents how to read the literature. This volume emphasizes providing practical suggestions from recognized leaders in each of the areas discussed.
- Provides practical suggestions for ways to teach specific techniques such as airway management, point of care ultrasound, transesophageal echocardiography and regional anesthesia
- Discusses results of the most recent research in education, offering practical suggestions on optimizing and enhancing the educational experience
- Emphasizes the importance of the learning environment, clinical reasoning, the interactive classroom, time efficient teaching, and other necessary skills, while providing practical examples of ways to optimize each
Edwin A. Bowe, University of Kentucky
Edwin A. Bowe, MD has been interested in the quality and efficiency of anesthesia education since 1977 when, as a resident, he developed a program of evaluating faculty members as teachers. He was selected as Teacher of the Year at both the University of South Carolina and the University of Kentucky and received Abraham Flexner Master Educator awards from the University of Kentucky. He has been actively involved in continuing education programs for the American Society of Anesthesiologists including as an editor for the Self Education and Evaluation program and as the initial Editor-in-Chief for the Anesthesiology Continuing Education program.
Randall M. Schell, University of Kentucky
Randall M. Schell MD, MACM is a cardiac anesthesiologist with a masters degree in education (Masters in Academic Medicine) whose academic career focus is on best methods of teaching and learning. He has more than twenty years' experience as an anesthesiology program director and director of education in anesthesiology and has won many medical student, resident, and faculty teaching awards. He has authored multiple book chapters on anesthesiology education, published educational research in many journals, and produces videocasts utilized by national and international audiences. Dr Schell's passion is for providing an optimal learning experience that incorporates the most recent evidence in education.
Amy N. DiLorenzo, University of Kentucky
Amy N. DiLorenzo, M.A. serves as educational specialist for the University of Kentucky's Department of Anesthesiology, providing expertise for the Anesthesiology residency program and fellowships. She additionally serves as the College of Medicine's Assistant Dean for educational innovation and scholarship in graduate medical education. Her focus is fostering academic collaboration and professional development to advance the scholarship of GME faculty and learners. She has facilitated faculty and trainee research, as well as educational innovations. She has been awarded four Abraham Flexner Master Educator Awards. Her areas of professional interest include active learning methodologies, educational psychology, and research on educational innovations.