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Undergraduate education in anaesthesia, intensive care, pain, and perioperative medicine: The development of a national curriculum framework.

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Title: Undergraduate education in anaesthesia, intensive care, pain, and perioperative medicine: The development of a national curriculum framework.
Authors: Smith, Andrew1 Andrew.Smith@mbht.nhs.uk, Carey, Christopher2, Sadler, Jonathan2, Smith, Helen3, Stephens, Robert4, Frith, Claire5
Source: Medical Teacher. Mar2019, Vol. 41 Issue 3, p340-346. 7p.
Subject Terms: *Ability, *Behavior modification, *Curriculum planning, *Focus groups, *Health occupations students, *Learning strategies, *Medical schools, *Medical education, *Psychology of medical students, *Adult education workshops, *Training, *Health education teachers, *National competency-based educational tests, Anesthesia, Conceptual structures, Critical care medicine, Interviewing, Medical practice, Pain, Patient safety, Telephones, Psychology of Undergraduates, Patient-centered care, Perioperative care
Geographic Terms: United Kingdom
Abstract: Introduction: The study describes the development of the first UK national framework to guide undergraduate education in anesthesia, perioperative medicine, critical care, and pain medicine. Methods: We followed an inclusive process of curriculum design aiming to promote high-level learning amongst students. We conducted telephone interviews with senior anesthetic educators at 33 UK medical schools to establish current provision and practice. We then held a consultative national workshop for educators, using focus group interviews to set broad aims for the final framework and gather information. Result: Anesthesia undergraduate educators demonstrated a conceptual focus that moves beyond simple acquisition of knowledge to one geared to encouraging clinical behavioral change in learners to equip them for practice as new doctors. Respondents also highlighted the opportunities for promoting spiral, integrated, and longitudinal learning within the undergraduate curriculum. We also formulated eight key domains of practice in anesthesia and critical care and mapped 63 of the 106 General Medical Council's Outcomes for Graduates against these domains, and created a brief suggested syllabus. Conclusions: The framework aims to provide support and guidance for medical schools in the development of competent, well-rounded doctors who are able to provide safe, patient-centered care in all areas of medical practice. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Introduction: The study describes the development of the first UK national framework to guide undergraduate education in anesthesia, perioperative medicine, critical care, and pain medicine. Methods: We followed an inclusive process of curriculum design aiming to promote high-level learning amongst students. We conducted telephone interviews with senior anesthetic educators at 33 UK medical schools to establish current provision and practice. We then held a consultative national workshop for educators, using focus group interviews to set broad aims for the final framework and gather information. Result: Anesthesia undergraduate educators demonstrated a conceptual focus that moves beyond simple acquisition of knowledge to one geared to encouraging clinical behavioral change in learners to equip them for practice as new doctors. Respondents also highlighted the opportunities for promoting spiral, integrated, and longitudinal learning within the undergraduate curriculum. We also formulated eight key domains of practice in anesthesia and critical care and mapped 63 of the 106 General Medical Council's Outcomes for Graduates against these domains, and created a brief suggested syllabus. Conclusions: The framework aims to provide support and guidance for medical schools in the development of competent, well-rounded doctors who are able to provide safe, patient-centered care in all areas of medical practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=136578177
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2018.1472373
    Languages:
      – Code: eng
        Text: English
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        PageCount: 7
        StartPage: 340
    Subjects:
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Behavior modification
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Medical schools
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Psychology of medical students
        Type: general
      – SubjectFull: Adult education workshops
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Health education teachers
        Type: general
      – SubjectFull: National competency-based educational tests
        Type: general
      – SubjectFull: Anesthesia
        Type: general
      – SubjectFull: Conceptual structures
        Type: general
      – SubjectFull: Critical care medicine
        Type: general
      – SubjectFull: Interviewing
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      – SubjectFull: Medical practice
        Type: general
      – SubjectFull: Pain
        Type: general
      – SubjectFull: Patient safety
        Type: general
      – SubjectFull: Telephones
        Type: general
      – SubjectFull: Psychology of Undergraduates
        Type: general
      – SubjectFull: Patient-centered care
        Type: general
      – SubjectFull: Perioperative care
        Type: general
      – SubjectFull: United Kingdom
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      – TitleFull: Undergraduate education in anaesthesia, intensive care, pain, and perioperative medicine: The development of a national curriculum framework.
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              Text: Mar2019
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