By Dean B. Andropoulos et al. (eds.)
The 3rd variation of Anesthesia for Congenital middle ailment, the well-known gold-standard reference during this box, deals a tremendous replace and growth of the textbook to mirror the continuing improvement of the perform of pediatric and congenital cardiac anesthesia and the burgeoning wisdom base during this interesting box.
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Extra info for Anesthesia for Congenital Heart Disease
The following goals and objectives are valuable in the OR to achieve competency in congenital cardiac anesthesia: • The subspecialist in congenital cardiac anesthesiology should be proficient in providing anesthesia care for both pediatric and adult patients undergoing congenital cardiac and vascular surgery as well as anesthesia for non-cardiac surgery. • The subspecialist should demonstrate and conduct a preoperative patient evaluation; and demonstrate the ability to interpret imaging, cardiovascular, and pulmonary diagnostic test data.
The Vice President for Quality and Safety). While the program director is responsible for overseeing the curriculum, this does not have to be done in isolation. There are a number of faculty and staff members who can provide support and advice regarding the design and teaching of a curriculum. As an added benefit, those involved at the front end of a program’s design and implementation are more likely to want to participate in teaching and assessing the curriculum. A junior faculty member with expertise in congenital cardiac anesthesiology and interest in medical education may be eager to help develop and present a curriculum.
The core components of a faculty development program in training congenital cardiac anesthesiology fellows should include: • Communication of curricular goals and objectives • Discussion of qualities that characterize effective and respected clinical educators • Suggestions of how to apply adult learning principles to congenital cardiac anesthesia clinical venues • Assurance that faculty members can effectively assess trainees and provide useful feedback on their performance • Review of best teaching practices for common educational strategies such as procedural teaching as well as large and small group facilitation skills • Specialized training sessions to teach faculty members how to communicate and explain clinical decision-making; make teaching in the OR a priority; maintain a balance between supervision and autonomy; promote critical thinking skills; and provide clear, constructive, and developmental feedback.