Activity 6: Planning... importantly, planning to keep up... at induction.

My plan... involves one of the very frustrating times in practical surgery sessions. Students need tip of the tongue responses; total fluency with processes and underpinning theory. it's action, action, action. Take off and landing (induction and recovery) are the dodgiest part of anaesthesia...


I'm keen to improve this - if only for my own stress levels at induction :-)


Brain storm. What creates the knowledge gap?

• Ideas around anaesthesia and induction.
• High pressure time in surgery. 
• Limited amount of time to get lots of jobs done.
• Pre-med dependent. 
• Induction agent dependent. 
• Skills dependent.

Ways to enhance learning ...

• Covered in theory. 
• Research drugs used. Time frames known.
• Understand processes involved in induction. 
• Monitoring parameters
• What is most important at each step?
• How urgent?

Ways to engage students:

• Theory. 
• Practicals. 
• Videos. 
• Quick quizzes. 
• Rapid fire quizzes in class. 
• Words and sentence games - put in chronological order. 
• Make a "road map to anaesthesia."
• Being put on the spot!
• Live video and audio links, real time.

And then assess...

• In own time (within certain constraints).
• In real time.
• Underpinning knowledge able to be done first.
• Can be done in sections - so small bites for ease of management for learners.
• Feedback and re-assessment as required, as long as basis of competency is shown.

So currently my template is a list of ideas - I see theses coming together in a mind map type scenario with lots of linking options between formative practical and theoretical learning...

Peer Feedback:

{abridged} "Since the beginning of this year it has been on my mind that we need to start producing some great quality videos (we have the facilities) not only for anaesthesia but for surgery too.

Anaesthesia – the steps – take off to landing and monitoring!!!

Anaesthesia – circuit and machine checks.

The video’s would be incredibly useful for the distance students and I think give the FT students a little more confidence coming in to surgery also and of course they can view them as many times as they like in their own home without the pressure of the class around them.

We could do voice over on the videos etc."

This was from one person, but certainly reflected the general feeling of all the people that I spoke to (n = 4). And happily, this is one of the gaps that I had already highlighted...

Excellent.

SWOT Review:

• Strengths: lots of opportunity for different types of learning. Theory. Some video resources. Powerpoint. Practical - OP and in clinic. Small learning groups for practicals. Introduction to surgery and anaesthesia done before they come into the actual environment. Assessments processes driven by students (within certain boundaries).
• Weaknesses: lack of real time, on the job hours. Real time in a pressure time - need for fluency to be present at this time, rather than learning it at the time. Lack of really good video resource, with voice over for flexi viewing.
• Opportunities: develop the video resource, with voice over. Do with different drugs on board so the student see what it will look like in practise.
• Threats: changes in national legislation and monies to support this very important learning environment (larger classes required, less resources etc); not conceivable in short to medium term.

GOAL: induction video for next year's cohort.

Onwards and upwards... :-)

Induction = the process of inducing anaesthesia