Developing a Teaching Curriculum for Peripheral Nerve Anesthesia

1
Developing a Teaching Curriculum for Peripheral
Nerve Anesthesia

• Aristides Koutrouvelis
• Department of Anesthesiology

2
Background

• Peripheral Nerve Blocks (Regional Anesthesia) on
  the rise
• Students Faculty and Residents
• Teaching can be a challenge
• Learning preferences (Visual, Aural, Read,
  Kinesthetic-VARK)
• Current methods (need for formal curriculum)
• 2 months during residency dedicated to regional
  anesthesia (40 blocks)

3
Objectives

• Formalize multimodal (VARK) teaching curriculum
• Enhance learning retention and performance
• Generate clinical teachers
• Improve patient care

4
Curriculum Design

• Randomize faculty and residents for new
  curriculum
• Analyze resident learning style (on-line test)
  and assess background knowledge (written exam)
• Review nerve block-Reading, Aural, Visual,
  Kinesthetic rehearsal prior to patient contact
• Use an organized template for block equipment
• Present this new multimodal design in a package
  to residents and faculty SOSMART curriculum
  emphasizing residence preferential learning style

5
SOSMART-Curriculum

• Select (justify your approach from text)
• Organize equipment (template)
• Simulate (3-D computer, physical, Pt)
• Mark (I.D. Landmarks and specify entry point)
• Aim needle (Trajectory Depth, cm)
• Refine (mm and mA and redirect terminology)
• Target response (mA, muscle, LA)

6
Evaluation SOSMARTvs Control

• Resident
• Written Knowledge Test (Pre and Post)
• Block numbers
• Success rate
• Ability to estimate Motor and sensory
• Faculty
• Faculty test
• Faculty and Residents
• Feedback (subjective) on styles for QI
• effective communication
• Perception of for proficiency

7
Conclusion

• Resident Education
• Better communication
• Issues with awake patient-anxiety
• Anatomic Terminology
• Less Confusion with Nerve stimulator
• Better learning retention?
• Better preparation
• Generates Teaching Environment
• Faculty Education
• Patient Care
• Standard allows framework for Continued Quality
  Improvement (Techniques for next curriculum)
• Encourage more frequent use of blocks