TY - JOUR AU - Fleet, Andrew AU - Kaustov, Lilia AU - Belfiore, BR Elio AU - Kapralos, Bill AU - Matava, Clyde AU - Wiegelmann, Julian AU - Giacobbe, Peter AU - Alam, Fahad PY - 2025/3/11 TI - Current Clinical and Educational Uses of Immersive Reality in Anesthesia: Narrative Review JO - J Med Internet Res SP - e62785 VL - 27 KW - virtual reality KW - augmented reality KW - mixed reality KW - anesthesia KW - immersive reality KW - medical education KW - artificial intelligence N2 - Background: The concept of immersive reality (IR), an umbrella term that encompasses virtual reality, augmented reality, and mixed reality, has been established within the health care realm as a potentially valuable tool with numerous applications in both medical education and patient care. Objective: This review aimed to introduce anesthesiologists to the emerging and rapidly evolving literature on IR, its use in anesthesia education, and its transferability into the clinical context. Methods: A review of the relevant literature was conducted using the PubMed database from inception to July 5, 2023. Additional references were identified from the reference lists of selected papers. Results: A total of 51 papers related to the use of IR in anesthesia medical education (including both technical and nontechnical skills) and 63 papers related to applications in clinical practice (eg, preprocedure planning, patient education, and pain management) were included. We present evidence supporting the use of IR in the training and clinical practice of modern anesthesiologists. Conclusions: IR is useful for a variety of applications in anesthesia medical education and has potential advantages over existing simulation approaches. Similarly, IR has demonstrated potential improvements in patient care across several clinical contexts relevant to practicing anesthesiologists. However, many applications remain in the early stages of development, and robust trials are urgently needed to confirm clinical or educational effectiveness and to assess mechanisms, educational validity, and cost-effectiveness. UR - https://www.jmir.org/2025/1/e62785 UR - http://dx.doi.org/10.2196/62785 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/62785 ER - TY - JOUR AU - Nykiel-Bailey, Sydney AU - Burrows, Kathryn AU - Szafarowicz, E. Bianca AU - Moquin, Rachel PY - 2025/1/21 TI - Faculty Perceptions on the Roles of Mentoring, Advising, and Coaching in an Anesthesiology Residency Program: Mixed Methods Study JO - JMIR Med Educ SP - e60255 VL - 11 KW - coaching KW - faculty perceptions KW - mentoring KW - perception KW - medical education KW - anesthesia KW - modality KW - support KW - Washington University KW - university KW - coaching skills KW - training KW - culture change KW - culture KW - flexibility KW - systematic framework N2 - Background: Mentoring, advising, and coaching are essential components of resident education and professional development. Despite their importance, there is limited literature exploring how anesthesiology faculty perceive these practices and their role in supporting residents. Objective: This study aims to investigate anesthesiology faculty perspectives on the significance, implantation strategies, and challenges associated with mentorship, advising, and coaching in resident education. Methods: A comprehensive survey was administrated to 93 anesthesiology faculty members at Washington University School of Medicine. The survey incorporated quantitative Likert-scale questions and qualitative short-answer responses to assess faculty perceptions of the value, preferred formats, essential skills, and capacity for fulfilling multiple roles in these support practices. Additional areas of focus included the impact of staffing shortages, training requirements, and the potential of these practices to enhance faculty recruitment and retention. Results: The response rate was 44% (n=41). Mentoring was identified as the most important aspect, with 88% (n=36) of faculty respondents indicating its significance, followed by coaching, which was highlighted by 78% (n=32) of respondents. The majority felt 1 faculty member can effectively hold multiple roles for a given trainee. The respondents desired additional training for roles and found roles to be rewarding. All roles were seen as facilitating recruitment and retention. Barriers included faculty burnout; confusion between roles; time constraints; and desire for specialized training, especially in coaching skills. Conclusions: Implementing structured mentoring, advising, and coaching can profoundly impact resident education but requires role clarity, protected time, culture change, leadership buy-in, and faculty development. Targeted training and operational investments could enable programs to actualize immense benefits from high-quality resident support modalities. Respondents emphasized that resident needs evolve over time, necessitating flexibility in appropriate faculty guidance. While coaching demands unique skills, advising hinges on expertise and mentoring depends on relationship-building. Systematic frameworks of coaching, mentoring, and advising programs could unlock immense potential. However, realizing this vision demands surmounting barriers such as burnout, productivity pressures, confusion about logistics, and culture change. Ultimately, prioritizing resident support through high-quality personalized guidance can recenter graduate medical education. UR - https://mededu.jmir.org/2025/1/e60255 UR - http://dx.doi.org/10.2196/60255 ID - info:doi/10.2196/60255 ER - TY - JOUR AU - Wang, Yun AU - Fu, Junzuo AU - Wang, Shaoping AU - Wang, Huijuan AU - Gao, Wei AU - Huang, Lina PY - 2024/10/3 TI - Impact of Video-Based Error Correction Learning for Cardiopulmonary Resuscitation Training: Quasi-Experimental Study JO - JMIR Serious Games SP - e53577 VL - 12 KW - video-based error correction KW - video-prompting KW - cardiopulmonary resuscitation training KW - anesthesiology resident KW - quasi-experimental study KW - anesthesiology KW - cardiopulmonary KW - cardiopulmonary resuscitation KW - training KW - video KW - learning KW - residents KW - CPR training KW - CPR KW - video prompting N2 - Background: Video-based error correction (VBEC) in medical education could offer immediate feedback, promote enhanced learning retention, and foster reflective practice. However, its application in cardiopulmonary resuscitation (CPR) training has not been investigated. Objective: The objective of this study is to assess whether the VBEC procedure could improve the training performance of CPR among anesthesiology residents. Methods: A quasi-experimental study was conducted among anesthesiology residents between December 2022 and April 2023. Primary outcomes included a posttraining knowledge test and practical assessment scores. Secondary outcomes included the number of residents who correctly conducted CPR at each step, the rate of common mistakes during the CPR process, and the self-assessment results. A total of 80 anesthesiology residents were divided into a VBEC group (n=40) and a control group (n=40). The VBEC group underwent a 15-minute VBEC CPR training, whereas the control group underwent a 15-minute video-prompting CPR training. Results: The posttraining knowledge test score of the VBEC group was significantly higher than that of the control group (73, SD 10.5 vs 65.1, SD 11.4; P=.002). The residents in the VBEC group had lower error rates in ?failure to anticipate the next move? (n=3, 7.5% vs n=13, 32.5%; P=.01) and ?failure to debrief or problem solve after the code? (n=2, 5% vs n=11, 27.5%; P=.01), as well as better performance in the ?secure own safety? step (n=34, 85% vs n=18, 45%; P<.001) than those in the control group. The VBEC group showed significantly higher confidence in CPR than the control group (n=?, 62.5% vs n=?, 35%; P=.03). Conclusions: VBEC may be a promising strategy compared to video prompting for CPR training among anesthesiology residents. UR - https://games.jmir.org/2024/1/e53577 UR - http://dx.doi.org/10.2196/53577 ID - info:doi/10.2196/53577 ER - TY - JOUR AU - Yoon, Soo-Hyuk AU - Oh, Kyeong Seok AU - Lim, Gun Byung AU - Lee, Ho-Jin PY - 2024/9/16 TI - Performance of ChatGPT in the In-Training Examination for Anesthesiology and Pain Medicine Residents in South Korea: Observational Study JO - JMIR Med Educ SP - e56859 VL - 10 KW - AI tools KW - problem solving KW - anesthesiology KW - artificial intelligence KW - pain medicine KW - ChatGPT KW - health care KW - medical education KW - South Korea N2 - Background: ChatGPT has been tested in health care, including the US Medical Licensing Examination and specialty exams, showing near-passing results. Its performance in the field of anesthesiology has been assessed using English board examination questions; however, its effectiveness in Korea remains unexplored. Objective: This study investigated the problem-solving performance of ChatGPT in the fields of anesthesiology and pain medicine in the Korean language context, highlighted advancements in artificial intelligence (AI), and explored its potential applications in medical education. Methods: We investigated the performance (number of correct answers/number of questions) of GPT-4, GPT-3.5, and CLOVA X in the fields of anesthesiology and pain medicine, using in-training examinations that have been administered to Korean anesthesiology residents over the past 5 years, with an annual composition of 100 questions. Questions containing images, diagrams, or photographs were excluded from the analysis. Furthermore, to assess the performance differences of the GPT across different languages, we conducted a comparative analysis of the GPT-4?s problem-solving proficiency using both the original Korean texts and their English translations. Results: A total of 398 questions were analyzed. GPT-4 (67.8%) demonstrated a significantly better overall performance than GPT-3.5 (37.2%) and CLOVA-X (36.7%). However, GPT-3.5 and CLOVA X did not show significant differences in their overall performance. Additionally, the GPT-4 showed superior performance on questions translated into English, indicating a language processing discrepancy (English: 75.4% vs Korean: 67.8%; difference 7.5%; 95% CI 3.1%-11.9%; P=.001). Conclusions: This study underscores the potential of AI tools, such as ChatGPT, in medical education and practice but emphasizes the need for cautious application and further refinement, especially in non-English medical contexts. The findings suggest that although AI advancements are promising, they require careful evaluation and development to ensure acceptable performance across diverse linguistic and professional settings. UR - https://mededu.jmir.org/2024/1/e56859 UR - http://dx.doi.org/10.2196/56859 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/56859 ER - TY - JOUR AU - Zhao, Li AU - Guo, Yiping AU - Zhou, Xuelei AU - Mao, Wei AU - Chen, Linlin AU - Xie, Ying AU - Li, Linji PY - 2024/6/12 TI - Efficacy and Safety of Remimazolam Versus Etomidate for Induction of General Anesthesia: Protocol for a Systematic Review and Meta-Analysis JO - JMIR Res Protoc SP - e55948 VL - 13 KW - general anesthesia KW - anesthesia induction KW - postinduction hypotension KW - remimazolam KW - etomidate KW - meta-analysis N2 - Background: Postinduction hypotension (PIHO) is a hemodynamic abnormality commonly observed during the induction of general anesthesia. Etomidate is considered a safer drug for the induction of anesthesia because it has only minor adverse effects on the cardiovascular and pulmonary systems. Recent evidence indicates that the novel benzodiazepine remimazolam has minimal inhibitory effects on the circulation and respiration. However, the efficacy and safety of remimazolam versus etomidate in the induction of anesthesia are unclear. Objective: To further understand the potential of remimazolam in anesthesia induction, it is necessary to design a meta-analysis to compare its effects versus the classic safe anesthetic etomidate. The aim of this study is to determine which drug has more stable hemodynamics and a lower incidence of PIHO. Our study will also yield data on sedation efficiency, time to loss of consciousness, time to awakening, incidence of injection pain, and postoperative nausea and vomiting with the two drugs. Methods: We plan to search the Web of Science, Cochrane Library, Embase, PubMed, China National Knowledge Infrastructure, and Wanfang databases from the date of their creation until March 31, 2025. The language is limited to English and Chinese. The search terms are ?randomized controlled trials,? ?etomidate,? and ?remimazolam.? The incidence of PIHO is the primary outcome measure. Secondary outcomes include depth of anesthesia after induction, sedation success rate, time to loss of consciousness, hemodynamic profiles, recovery time, incidence of injection pain, and postoperative nausea and vomiting. Reviews, meta-analyses, case studies, abstracts from conferences, and commentaries will not be included. The heterogeneity of the results will be evaluated by sensitivity and subgroup analyses. RevMan software and Stata software will be used for data analysis. We will evaluate the quality of included studies using version 2 of the Cochrane risk-of-bias tool. The confidence of the evidence will be assessed through the Grading of Recommendations, Assessments, Developments, and Evaluations system. Results: The protocol was registered in the international PROSPERO (Prospective Register of Systematic Reviews) registry in November 2023. As of June 2024, we have performed a preliminary article search and retrieval for further review. The review and analyses are expected to be completed in March 2025. We expect to submit manuscripts for peer review by the end of June 2025. Conclusions: By synthesizing the available evidence and comparing remimazolam and etomidate, we hope to provide valuable insights into the selection of anesthesia-inducing drugs to reduce the incidence of PIHO and improve patient prognosis. Trial Registration: PROSPERO CRD42023463120; https://tinyurl.com/333jb8bm International Registered Report Identifier (IRRID): PRR1-10.2196/55948 UR - https://www.researchprotocols.org/2024/1/e55948 UR - http://dx.doi.org/10.2196/55948 UR - http://www.ncbi.nlm.nih.gov/pubmed/38865185 ID - info:doi/10.2196/55948 ER - TY - JOUR AU - Landis-Lewis, Zach AU - Andrews, A. Chris AU - Gross, A. Colin AU - Friedman, P. Charles AU - Shah, J. Nirav PY - 2024/6/11 TI - Exploring Anesthesia Provider Preferences for Precision Feedback: Preference Elicitation Study JO - JMIR Med Educ SP - e54071 VL - 10 KW - audit and feedback KW - dashboard KW - motivation KW - visualization KW - anesthesia care KW - anesthesia KW - feedback KW - engagement KW - effectiveness KW - precision feedback KW - experimental design KW - design KW - clinical practice KW - motivational KW - performance KW - performance data N2 - Background: Health care professionals must learn continuously as a core part of their work. As the rate of knowledge production in biomedicine increases, better support for health care professionals? continuous learning is needed. In health systems, feedback is pervasive and is widely considered to be essential for learning that drives improvement. Clinical quality dashboards are one widely deployed approach to delivering feedback, but engagement with these systems is commonly low, reflecting a limited understanding of how to improve the effectiveness of feedback about health care. When coaches and facilitators deliver feedback for improving performance, they aim to be responsive to the recipient?s motivations, information needs, and preferences. However, such functionality is largely missing from dashboards and feedback reports. Precision feedback is the delivery of high-value, motivating performance information that is prioritized based on its motivational potential for a specific recipient, including their needs and preferences. Anesthesia care offers a clinical domain with high-quality performance data and an abundance of evidence-based quality metrics. Objective: The objective of this study is to explore anesthesia provider preferences for precision feedback. Methods: We developed a test set of precision feedback messages with balanced characteristics across 4 performance scenarios. We created an experimental design to expose participants to contrasting message versions. We recruited anesthesia providers and elicited their preferences through analysis of the content of preferred messages. Participants additionally rated their perceived benefit of preferred messages to clinical practice on a 5-point Likert scale. Results: We elicited preferences and feedback message benefit ratings from 35 participants. Preferences were diverse across participants but largely consistent within participants. Participants? preferences were consistent for message temporality (?=.85) and display format (?=.80). Ratings of participants? perceived benefit to clinical practice of preferred messages were high (mean rating 4.27, SD 0.77). Conclusions: Health care professionals exhibited diverse yet internally consistent preferences for precision feedback across a set of performance scenarios, while also giving messages high ratings of perceived benefit. A ?one-size-fits-most approach? to performance feedback delivery would not appear to satisfy these preferences. Precision feedback systems may hold potential to improve support for health care professionals? continuous learning by accommodating feedback preferences. UR - https://mededu.jmir.org/2024/1/e54071 UR - http://dx.doi.org/10.2196/54071 ID - info:doi/10.2196/54071 ER - TY - JOUR AU - Ye, Jiancheng PY - 2023/5/31 TI - Patient Safety of Perioperative Medication Through the Lens of Digital Health and Artificial Intelligence JO - JMIR Perioper Med SP - e34453 VL - 6 KW - perioperative medicine KW - patient safety KW - anesthesiology KW - human factors KW - medication errors KW - digital health KW - health information technology UR - https://periop.jmir.org/2023/1/e34453 UR - http://dx.doi.org/10.2196/34453 UR - http://www.ncbi.nlm.nih.gov/pubmed/37256663 ID - info:doi/10.2196/34453 ER - TY - JOUR AU - Clavier, Thomas AU - Occhiali, Emilie AU - Guenet, Claire AU - Vannier, Naurine AU - Hache, Camille AU - Compere, Vincent AU - Selim, Jean AU - Besnier, Emmanuel PY - 2022/7/20 TI - Worldwide Presence of National Anesthesia Societies on Four Major Social Networks in 2021: Observational Case Study JO - JMIR Perioper Med SP - e34549 VL - 5 IS - 1 KW - social network, social media KW - anaesthesia KW - society KW - Facebook KW - Twitter KW - Instagram KW - YouTube N2 - Background: Although the presence of medical societies on social networks (SNs) could be interesting for disseminating professional information, there is no study investigating their presence on SNs. Objective: The aim of this viewpoint is to describe the worldwide presence and activity of national anesthesia societies on SNs. Methods: This observational study assessed the active presence (?1 post in the year preceding the collection date) of the World Federation of Societies of Anesthesiologists member societies on the SNs Twitter, Facebook, Instagram, and YouTube. We collected data concerning each anesthesia society on the World Federation of Societies of Anesthesiologists website. Results: Among the 136 societies, 66 (48.5%) had an active presence on at least one SN. The most used SN was Facebook (n=60, 44.1%), followed by Twitter (n=37, 27.2%), YouTube (n=26, 19.1%), and Instagram (n=16, 11.8%). The SN with the largest number of followers was Facebook for 52 (78.8%) societies and Twitter for 12 (18.2%) societies. The number of followers was 361 (IQR 75-1806) on Twitter, 2494 (IQR 1049-5369) on Facebook, 1400 (IQR 303-3058) on Instagram, and 214 (IQR 33-955) on YouTube. There was a strong correlation between the number of posts and the number of followers on Twitter (r=0.95, 95% CI 0.91-0.97; P<.001), Instagram (r=0.83, 95% CI 0.58-0.94; P<.001), and YouTube (r=0.69, 95% CI 0.42-0.85; P<.001). According to the density of anesthetists in the country, there was no difference between societies with and without active SN accounts. Conclusions: Less than half of national anesthesia societies have at least one active account on SNs. Twitter and Facebook are the most used SNs. UR - https://periop.jmir.org/2022/1/e34549 UR - http://dx.doi.org/10.2196/34549 UR - http://www.ncbi.nlm.nih.gov/pubmed/35857379 ID - info:doi/10.2196/34549 ER - TY - JOUR AU - Aggarwal, Anuj AU - Hess, Olivia AU - Lockman, L. Justin AU - Smith, Lauren AU - Stevens, Mitchell AU - Bruce, Janine AU - Caruso, Thomas PY - 2022/6/30 TI - Anesthesiologists With Advanced Degrees in Education: Qualitative Study of a Changing Paradigm JO - JMIR Med Educ SP - e38050 VL - 8 IS - 2 KW - academic medical centers KW - trends KW - medical education KW - medical KW - faculty KW - anesthesiologists KW - medical professionals KW - learning KW - institute KW - clinician KW - educator KW - experience KW - decision-making KW - training N2 - Background: Anesthesiology education has undergone profound changes over the past century, from a pure clinical apprenticeship to novel comprehensive curricula based on andragogic learning theories. Combined with institutional and regulatory requirements, these new curricula have propagated professionalization of the clinician-educator role. A significant number of clinician-educator anesthesiologists, often with support from department chairs, pursue formal health professions education (HPE) training, yet there are no published data demonstrating the benefits or costs of these degrees to educational leaders. Objective: This study aims to collect the experiences of anesthesiologists who have pursued HPE degrees to understand the advantages and costs of HPE degrees to anesthesiologists. Methods: Investigators performed a qualitative study of anesthesiologists with HPE degrees working at academic medical centers. Interviews were thematically analyzed via an iterative process. They were coded using a team-based approach, and representative themes and exemplary quotations were identified. Results: Seven anesthesiologists were interviewed, representing diverse geographic regions, subspecialties, and medical institutions. Analyses of interview transcripts resulted in the following 6 core themes: outcomes, extrinsic motivators, intrinsic motivators, investment, experience, and recommendations. The interviewees noted the advantages of HPE training for those wishing to pursue leadership or scholarship in medical education; however, they also noted the costs and investment of time in addition to preexisting commitments. The interviewees also highlighted the issues faculty and chairs might consider for the optimal timing of HPE training. Conclusions: There are numerous professional and personal benefits to pursuing HPE degrees for faculty interested in education leadership or scholarship. Making an informed decision to pursue HPE training can be challenging when considering the competing pressures of clinical work and personal obligations. The experiences of the interviewed anesthesiologists offer direction to future anesthesiologists and chairs in their decision-making process of whether and when to pursue HPE training. UR - https://mededu.jmir.org/2022/2/e38050 UR - http://dx.doi.org/10.2196/38050 UR - http://www.ncbi.nlm.nih.gov/pubmed/35771619 ID - info:doi/10.2196/38050 ER - TY - JOUR AU - Landis-Lewis, Zach AU - Flynn, Allen AU - Janda, Allison AU - Shah, Nirav PY - 2022/5/10 TI - A Scalable Service to Improve Health Care Quality Through Precision Audit and Feedback: Proposal for a Randomized Controlled Trial JO - JMIR Res Protoc SP - e34990 VL - 11 IS - 5 KW - learning health system KW - audit and feedback KW - anesthesiology KW - knowledge-based system KW - human-centered design N2 - Background: Health care delivery organizations lack evidence-based strategies for using quality measurement data to improve performance. Audit and feedback (A&F), the delivery of clinical performance summaries to providers, demonstrates the potential for large effects on clinical practice but is currently implemented as a blunt one size fits most intervention. Each provider in a care setting typically receives a performance summary of identical metrics in a common format despite the growing recognition that precisionizing interventions hold significant promise in improving their impact. A precision approach to A&F prioritizes the display of information in a single metric that, for each recipient, carries the highest value for performance improvement, such as when the metric?s level drops below a peer benchmark or minimum standard for the first time, thereby revealing an actionable performance gap. Furthermore, precision A&F uses an optimal message format (including framing and visual displays) based on what is known about the recipient and the intended gist meaning being communicated to improve message interpretation while reducing the cognitive processing burden. Well-established psychological principles, frameworks, and theories form a feedback intervention knowledge base to achieve precision A&F. From an informatics perspective, precision A&F requires a knowledge-based system that enables mass customization by representing knowledge configurable at the group and individual levels. Objective: This study aims to implement and evaluate a demonstration system for precision A&F in anesthesia care and to assess the effect of precision feedback emails on care quality and outcomes in a national quality improvement consortium. Methods: We propose to achieve our aims by conducting 3 studies: a requirements analysis and preferences elicitation study using human-centered design and conjoint analysis methods, a software service development and implementation study, and a cluster randomized controlled trial of a precision A&F service with a concurrent process evaluation. This study will be conducted with the Multicenter Perioperative Outcomes Group, a national anesthesia quality improvement consortium with >60 member hospitals in >20 US states. This study will extend the Multicenter Perioperative Outcomes Group quality improvement infrastructure by using existing data and performance measurement processes. Results: The proposal was funded in September 2021 with a 4-year timeline. Data collection for Aim 1 began in March 2022. We plan for a 24-month trial timeline, with the intervention period of the trial beginning in March 2024. Conclusions: The proposed aims will collectively demonstrate a precision feedback service developed using an open-source technical infrastructure for computable knowledge management. By implementing and evaluating a demonstration system for precision feedback, we create the potential to observe the conditions under which feedback interventions are effective. International Registered Report Identifier (IRRID): PRR1-10.2196/34990 UR - https://www.researchprotocols.org/2022/5/e34990 UR - http://dx.doi.org/10.2196/34990 UR - http://www.ncbi.nlm.nih.gov/pubmed/35536637 ID - info:doi/10.2196/34990 ER - TY - JOUR AU - Nozari, Ala AU - Mukerji, Shivali AU - Lok, Ling-Ling AU - Gu, Qingrou AU - Buhl, Lauren AU - Jain, Sanjay AU - Ortega, Rafael PY - 2022/3/31 TI - Perception of Web-Based Didactic Activities During the COVID-19 Pandemic Among Anesthesia Residents: Pilot Questionnaire Study JO - JMIR Med Educ SP - e31080 VL - 8 IS - 1 KW - resident education KW - COVID-19 KW - barriers to education KW - didactic KW - medical education KW - online education KW - web-based education KW - virtual training KW - anesthesiology residents KW - medical residents KW - pandemic KW - virtual didactics N2 - Background: Physical and social distancing recommendations aimed at limiting exposure during the COVID-19 pandemic have forced residency programs to increasingly rely on videoconferencing and web-based resources. Objective: In this pilot study, we aimed to explore the effects of the COVID-19 pandemic on residency training experience, and to delineate the perceived barriers to the successful implementation of web-based medical education. Methods: A 19-item survey was compiled and distributed electronically using Qualtrics. This anonymous survey included information on the training level of each resident, their participation in formal didactics before and during the pandemic, and their perception of the ease and limitations of virtual didactics. The resident?s opinions on specific educational resources were assessed, and the effectiveness of new delivery methods on resident engagement and learning was examined. Results: Thirty anesthesiology residents were surveyed, 19 of whom agreed to participate in the pilot study. One participant with incomplete responses was excluded, yielding a final cohort of 18 respondents. Most residents (56%, 10/18) reported that the COVID-19 pandemic negatively affected their residency training. The time spent on didactic training and independent studies was, nevertheless, not affected by the pandemic for 90% (16/18) of respondents. Nonetheless, 72% (13/18) of residents were less engaged during virtual lectures in comparison to in-person didactics. Important limitations included distraction from the physical environment (67%, 12/18), internet instability (67%, 12/18), less obligation to participate (44%, 8/18), technical difficulty and unmuted microphones (33%, 6/18, each), and people speaking over each other (28%, 5/18). Despite these limitations, most residents stated that they would like to keep a combination of virtual didactics including live Zoom lectures (56%, 10/18), prerecorded web didactics (56%, 10/18), and virtual ground rounds via Zoom (50%, 9/18) as the ?new normal.? Conclusions: Despite important limitations listed in this report, anesthesia residents would like to keep a combination of virtual lectures and presentations as the new normal after the COVID-19 pandemic. UR - https://mededu.jmir.org/2022/1/e31080 UR - http://dx.doi.org/10.2196/31080 UR - http://www.ncbi.nlm.nih.gov/pubmed/35275840 ID - info:doi/10.2196/31080 ER - TY - JOUR AU - Srivastava, Ujwal AU - Price, Amy AU - Chu, F. Larry PY - 2021/10/27 TI - Effects of a 2-Week Remote Learning Program on Empathy and Clinical and Communication Skills in Premedical Students: Mixed Methods Evaluation Study JO - JMIR Med Educ SP - e33090 VL - 7 IS - 4 KW - empathy KW - clinical skills KW - communication skills KW - high school KW - undergraduate KW - summer program KW - premedical program KW - remote learning N2 - Background: Expressing empathy builds trust with patients, increases patient satisfaction, and is associated with better health outcomes. Research shows that expressing empathy to patients improves patient adherence to medications and decreases patient anxiety and the number of malpractice lawsuits. However, there is a dearth of research on teaching empathy to premedical students. The Clinical Science, Technology, and Medicine Summer Internship of Stanford Medicine (also called the Stanford Anesthesia Summer Institute) is a 2-week collaborative medical internship for high school and undergraduate students to inspire learners to be compassionate health care providers. The summer 2020 program was adapted to accomplish these objectives in a fully remote environment because of the COVID-19 global pandemic. Objective: This study aims to measure the change in empathy and competencies of participants in clinical and communication skills before and after program participation. Methods: A total of 41 participants completed only the core track of this program, and 39 participants completed the core + research track of this program. Participants in both tracks received instructions in selected clinical skills and interacted directly with patients to improve their interviewing skills. Research track participants received additional instructions in research methodology. All participants completed web-based pre- and postsurveys containing Knowledge and Skills Assessment (KSA) questions. Participant empathy was assessed using the validated Consultation and Relational Empathy measure. A subset of participants completed optional focus groups to discuss empathy. The pre- and post-KSA and Consultation and Relational Empathy measure scores were compared using paired 2-tailed t tests and a linear regression model. Open-ended focus group answers were then analyzed thematically. Results: Participants in both tracks demonstrated significant improvement in empathy after the 2-week remote learning course (P=.007 in core track; P<.001 in research track). These results remained significant when controlling for gender and age. A lower pretest score was associated with a greater change in empathy. Participants in both tracks demonstrated significant improvement in KSA questions related to surgical skills (P<.001 in core track; P<.001 in research track), epinephrine pen use (P<.001 in core track; P<.001 in research track), x-ray image interpretation (P<.001 in core track; P<.001 in research track), and synthesizing information to solve problems (P<.001 in core track; P=.05 in research track). The core track participants also showed significant improvements in health communication skills (P=.001). Qualitative analysis yielded 3 themes: empathy as action, empathy as a mindset, and empathy in designing health care systems. Conclusions: Summer internships that introduce high school and undergraduate students to the field of health care through hands-on interaction and patient involvement may be an effective way to develop measurable empathy skills when combined with clinical skills training and mentorship. Notably, increases in empathy were observed in a program administered via a remote learning environment. UR - https://mededu.jmir.org/2021/4/e33090 UR - http://dx.doi.org/10.2196/33090 UR - http://www.ncbi.nlm.nih.gov/pubmed/34704956 ID - info:doi/10.2196/33090 ER - TY - JOUR AU - Clavier, Thomas AU - Occhiali, Emilie AU - Demailly, Zoé AU - Compère, Vincent AU - Veber, Benoit AU - Selim, Jean AU - Besnier, Emmanuel PY - 2021/10/15 TI - The Association Between Professional Accounts on Social Networks Twitter and ResearchGate and the Number of Scientific Publications and Citations Among Anesthesia Researchers: Observational Study JO - J Med Internet Res SP - e29809 VL - 23 IS - 10 KW - social network KW - anesthesia KW - publication KW - Twitter KW - ResearchGate KW - citation KW - social media KW - academic KW - researcher KW - bibliometrics KW - research output N2 - Background: Social networks are now essential tools for promoting research and researchers. However, there is no study investigating the link between presence or not on professional social networks and scientific publication or citation for a given researcher. Objective: The objective of this study was to study the link between professional presence on social networks and scientific publications/citations among anesthesia researchers. Methods: We included all the French full professors and associate professors of anesthesia. We analyzed their presence on the social networks Twitter (professional account with ?1 tweet over the 6 previous months) and ResearchGate. We extracted their bibliometric parameters for the 2016-2020 period via the Web of Science Core Collection (Clarivate Analytics) database in the Science Citation Index-Expanded index. Results: A total of 162 researchers were analyzed; 42 (25.9%) had an active Twitter account and 110 (67.9%) a ResearchGate account. There was no difference between associate professors and full professors regarding active presence on Twitter (8/23 [35%] vs. 34/139 [24.5%], respectively; P=.31) or ResearchGate (15/23 [65%] vs. 95/139 [68.3%], respectively; P=.81). Researchers with an active Twitter account (median [IQR]) had more scientific publications (45 [28-61] vs. 26 [12-41]; P<.001), a higher h-index (12 [8-16] vs. 8 [5-11]; P<.001), a higher number of citations per publication (12.54 [9.65-21.8] vs. 10.63 [5.67-16.10]; P=.01), and a higher number of citations (563 [321-896] vs. 263 [105-484]; P<.001). Researchers with a ResearchGate account (median [IQR]) had more scientific publications (33 [17-47] vs. 26 [9-43]; P=.03) and a higher h-index (9 [6-13] vs. 8 [3-11]; P=.03). There was no difference between researchers with a ResearchGate account and those without it concerning the number of citations per publication and overall number of citations. In multivariate analysis including sex, academic status, and presence on social networks, the presence on Twitter was associated with the number of publications (?=20.2; P<.001), the number of citations (?=494.5; P<.001), and the h-index (?=4.5; P<.001). Conclusions: Among French anesthesia researchers, an active presence on Twitter is associated with higher scientific publication and citations. UR - https://www.jmir.org/2021/10/e29809 UR - http://dx.doi.org/10.2196/29809 UR - http://www.ncbi.nlm.nih.gov/pubmed/34652279 ID - info:doi/10.2196/29809 ER - TY - JOUR AU - Gopwani, R. Sumeet AU - Adams, Erin AU - Rooney, Alexandra AU - Tousimis, Eleni AU - Ramsey, Katherine AU - Warusha, Sohan PY - 2021/7/26 TI - Impact of a Workflow-Integrated Web Tool on Resource Utilization and Information-Seeking Behavior in an Academic Anesthesiology Department: Longitudinal Cohort Survey Study JO - JMIR Med Educ SP - e26325 VL - 7 IS - 3 KW - graduate medical education KW - learning technology KW - anesthesiology KW - information-seeking behavior KW - web tool KW - teaching KW - millennial learners N2 - Background: Medical resident reading and information-seeking behavior is limited by time constraints as well as comfort in accessing and assessing evidence-based resources. Educational technology interventions, as the preferred method for millennial leaners, can reduce these barriers. We implemented an educational web tool, consisting of peer-reviewed articles as well as local and national protocols and policies, built into the daily workflow of a university-based anesthesiology department. We hypothesized that this web tool would increase resource utilization and overall perceptions of the educational environment. Objective: The goal of this study was to demonstrate that an educational web tool designed and built into the daily workflow of an academic anesthesia department for trainees could significantly decrease barriers to resource utilization, improve faculty-trainee teaching interactions, and improve the perceptions of the educational environment. Methods: Following Institutional Review Board approval, a longitudinal cohort survey study was conducted to assess trainee resource utilization, faculty evaluation of trainees? resource utilization, and trainee and faculty perceptions about the educational environment. The survey study was conducted in a pre-post fashion 3 months prior to web tool implementation and 3 months following implementation. Data were deidentified and analyzed unpaired using Student t tests for continuous data and chi-square tests for ordinal data. Results: Survey response rates were greater than 50% in all groups: of the 43 trainees, we obtained 27 (63%) preimplementation surveys and 22 (51%) postimplementation surveys; of the 46 faculty members, we obtained 25 (54%) preimplementation surveys and 23 (50%) postimplementation surveys. Trainees showed a significant improvement in utilization of peer-reviewed articles (preimplementation mean 8.67, SD 6.45; postimplementation mean 18.27, SD 12.23; P=.02), national guidelines (preimplementation mean 2.3, SD 2.40; postimplementation mean 6.14, SD 5.01; P<.001), and local policies and protocols (preimplementation mean 2.23, SD 2.72; postimplementation mean 6.95, SD 6.09; P=.02). There was significant improvement in faculty-trainee educational interactions (preimplementation mean 1.67, SD 1.33; postimplementation mean 6.05, SD 8.74; P=.01). Faculty assessment of trainee resource utilization also demonstrated statistically significant improvements across all resource categories. Subgroups among trainees and faculty showed similar trends toward improvement. Conclusions: Learning technology interventions significantly decrease the barriers to resource utilization, particularly among millennial learners. Further investigation has been undertaken to assess how this may impact learning, knowledge retention, and patient outcomes. UR - https://mededu.jmir.org/2021/3/e26325 UR - http://dx.doi.org/10.2196/26325 UR - http://www.ncbi.nlm.nih.gov/pubmed/34309566 ID - info:doi/10.2196/26325 ER -