Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
23 - Teaching Residents How to Critically Read and Apply Medical Literature*
Published online by Cambridge University Press: 06 April 2018
Book contents
- Education in Anesthesia
- Education in Anesthesia
- Copyright page
- Contents
- Contributors
- 1 Creating (and Choosing) an Optimal Learning Environment
- 2 Learning Styles in Anesthesiology Education
- 3 Clinical Reasoning
- 4 Curriculum Development
- 5 Time-Efficient Teaching Strategies in Anesthesia
- 6 Teaching in the Preanesthesia Clinic*
- 7 Teaching in the Operating Room
- 8 Teaching in the Intensive Care Unit
- 9 Pain Medicine Education in Anesthesiology Training
- 10 A Foundation for Teaching Airway Management
- 11 Teaching and Learning Regional Anesthesia
- 12 Teaching Transesophageal Echocardiography
- 13 Teaching Point-of-Care Ultrasound (POCUS) to the Perioperative Physician
- 14 How to Design Multimedia Presentations
- 15 The Interactive Classroom
- 16 E-Learning in Anesthesiology
- 17 The Role of Simulation in Anesthesiology Education
- 18 Test-Enhanced Learning: Using Retrieval Practice via Testing to Enhance Long-Term Retention of Knowledge
- 19 Teaching Professionalism during Anesthesiology Residency
- 20 Providing Feedback
- 21 The Resident as a Teacher
- 22 Teaching Quality and Safety
- 23 Teaching Residents How to Critically Read and Apply Medical Literature*
- Index
- References
- Type
- Chapter
- Information
- Education in AnesthesiaHow to Deliver the Best Learning Experience, pp. 255 - 260Publisher: Cambridge University PressPrint publication year: 2018
References
References
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Further Reading
Buck, D., Subramanyam, R., Varughese, A.. A quality improvement project to reduce the intraoperative use of single-dose fentanyl vials across multiple patients in a pediatric institution. Paediatr Anaesth 2016; 26: 92–101.Google Scholar
Forister, J., Blessing, J.. Introduction to Research and Medical Literature. Burlington, MA: Jones and Bartlett Learning, 2015.Google Scholar
Gehlbach, S.. Interpreting the Medical Literature, 5th edn. New York: McGraw-Hill, 2006.Google Scholar
Greenhalgh, T.. How to Read a Paper: The Basics of Evidence-Based Medicine, 5th edn. West Sussex, UK: Wiley Blackwell, 2014.Google Scholar
Kotur, P. F.. Introduction of evidence-based medicine in undergraduate medical curriculum for development of professional competencies in medical students. Curr Opin Anaesthesiol 2012; 25: 719–23.Google Scholar
Letterie, G. S., Morgenstern., L. S. The journal club: Teaching critical evaluation of clinical literature in an evidence-based environment. J Reprod Med 2000; 45: 299–304.Google Scholar
Lytsy, B., Lindblom, R. P., Ransjö, U., Leo-Swenne, C.. Hygienic interventions to decrease deep sternal wound infections following coronary artery bypass grafting. J Hosp Infect 2015; 91: 326–31.CrossRefGoogle ScholarPubMed
Miranda, C. M., Navarrete, T. L.. Semmelweis and his outstanding contribution to medicine: Washing hands saves lives. Rev Chilena Infectol 2008; 25: 54–7.Google Scholar
Richardson, W. S., Wilson, M. C., Keitz, S. A.. Tips for teachers of evidence-based medicine: Making sense of diagnostic test results using likelihood ratios. J Gen Intern Med 2008; 23: 87–92.Google Scholar
Riegelman, R., Rinke, M.. Studying a Study and Testing a Test, 6th edn. Philadelphia: Lippincott Williams and Wilkins, 2012.Google Scholar
Straus, S. E., Richardson, W. S., Glasziu, P., Haynes, R. B.. Evidence-Based Medicine: How to Practice and Teach It, 4th edn. Edinburgh: Churchill Livingstone, 2010.Google Scholar
Udani, A. D., Moyse, D., Peery, C. A., Taekman, J. M.. Twitter-augmented journal club: Educational engagement and experience so far. A A Case Rep 2016; 6: 253–6.Google Scholar