Teaching in Anaesthesia

Abstract

Introduction. Anaesthesia offers unique learning opportunities for students and clinicians. It encompasses basic & applied sciences in anatomy, physiology, pharmacology, pathophysiology and the understanding of important principles & concepts in physics, clinical measurement, and data interpretation, as well as practical skills, decision making and teamwork.

An understanding of self-directed learning theory underpins effective clinical teaching. Pedagogic developments have supported progression from large group lectures to smaller group Problem Based Learning (PBL). Unlike other specialties, clinicians in anaesthesia have the advantage of a close learner-teacher relationship – typically 1:1. This allows the trainee to be involved in the practical patient management, especially during in-theatre teaching. A structured teaching and training environment remains essential to facilitate teaching programmes for both trainees’ education as well as trainers’ accreditation. As anaesthetic specialty training evolves, technology enhanced learning is introduced to deliver and (in part) assess the progress of training. Underperformance of health care workers is recognised more commonly than in the past and this may reflect improved supervision and educational governance. Deliberate reliance on trainee led engagement in training, teaching and assessment also exposes weaker trainees who lack the management & leadership skills and motivation. Appropriate support, coaching, mentorship & signposting ensure effective teaching & address stress related underperformance. Importantly, symptoms of underperformance must be recognised and acknowledged in order to tackle these problems at an early stage, and perhaps to improve outcome for the doctor concerned. It is estimated in 2003 that 13.4 million working days were lost from stress at the workplace in the UK (Palmer, 2003).