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Education in Anesthesia


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Table of Contents

1. Creating (and choosing) an optimal learning environment Randall M. Schell and Amy N. DiLorenzo; 2. Learning styles in anesthesiology education Randall M. Schell and Amy N. DiLorenzo; 3. Clinical reasoning Edwin A. Bowe; 4. Curriculum development Amy N. DiLorenzo and Randall M. Schell; 5. Time-efficient teaching strategies in anesthesia Manuel Pardo, Jr; 6. Teaching in the preanesthesia clinic Rebecca M. Gerlach, Jenanna D. Blitz, Michael Woo and Bobbie Jean Sweitzer; 7. Teaching in the operating room Edwin A. Bowe; 8. Teaching in the ICU: creating an effective educational experience Gary R. Stier; 9. Pain medicine education in anesthesiology training Matthew Reed, Naileshni Singh and Jordan Newmark; 10. A foundation for teaching airway management Marc Hassid, J. Scott Walton, John J. Schaefer, III and Stephen F. Dierdorf; 11. Teaching and learning regional anesthesia Glenn Woodworth, Ryan Ivie and Robert Maniker; 12. Teaching transesophageal echocardiography John Mitchell and Stephanie B. Jones; 13. Teaching point of care ultrasound (POCUS) to the perioperative physician Davinder Ramsingh and Jason Gatling; 14. How to design multimedia presentations Richard E. Mayer; 15. The interactive classroom Susan Martinelli and Edwin A. Bowe; 16. E-learning in anesthesiology Amy N. DiLorenzo and Randall M. Schell; 17. The role of simulation in anesthesiology education Amanda R. Burden; 18. Test-enhanced learning: using retrieval practice via testing to enhance long term retention of knowledge Randall M. Schell and Amy N. DiLorenzo; 19. Teaching professionalism during anesthesiology residency John E. Tetzlaff and Edwin A. Bowe; 20. Providing feedback John Mitchell and Stephanie B. Jones; 21. The resident as a teacher Robert Gaiser; 22. Teaching quality and safety John H. Eichhorn; 23. Teaching residents how to critically read and apply medical literature Brian S. Donahue, Brian J. Gelfand and Matthew D. McEvoy; 24. Training physician-scientists in anesthesiology and perioperative medicine: challenges, opportunities, and strategies for success Brian J. Gelfand, Frederic T. Billings, IV, Pratik Pandharipande, Edward Sherwood and Matthew D. McEvoy.

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Become a better educator in anesthesia, understanding and implementing best practices and evidence-based principles in a range of settings.

About the Author

Edwin A. Bowe, MD has been interested in the quality and efficiency of anesthesia education since 1977 when, as a resident, he developed a program of evaluating faculty members as teachers. He was selected as Teacher of the Year at both the University of South Carolina and the University of Kentucky and received Abraham Flexner Master Educator awards from the University of Kentucky. He has been actively involved in continuing education programs for the American Society of Anesthesiologists including as an editor for the Self Education and Evaluation program and as the initial Editor-in-Chief for the Anesthesiology Continuing Education program. Randall M. Schell MD, MACM is a cardiac anesthesiologist with a masters degree in education (Masters in Academic Medicine) whose academic career focus is on best methods of teaching and learning. He has more than twenty years' experience as an anesthesiology program director and director of education in anesthesiology and has won many medical student, resident, and faculty teaching awards. He has authored multiple book chapters on anesthesiology education, published educational research in many journals, and produces videocasts utilized by national and international audiences. Dr Schell's passion is for providing an optimal learning experience that incorporates the most recent evidence in education. Amy N. DiLorenzo, M.A. serves as educational specialist for the University of Kentucky's Department of Anesthesiology, providing expertise for the Anesthesiology residency program and fellowships. She additionally serves as the College of Medicine's Assistant Dean for educational innovation and scholarship in graduate medical education. Her focus is fostering academic collaboration and professional development to advance the scholarship of GME faculty and learners. She has facilitated faculty and trainee research, as well as educational innovations. She has been awarded four Abraham Flexner Master Educator Awards. Her areas of professional interest include active learning methodologies, educational psychology, and research on educational innovations.


'The book could be of great value to less-experienced instructors in their journey toward becoming great teachers. Throughout the book, the experience of authors as educators can be felt in their wise recommendations even in the absence of strong scientific evidence to support them. For the more experienced, the book could be a source of updates on new teaching techniques in the field of graduate anesthesiology education.' Getúlio Rodrigues de Oliveira Filho, Anesthesia & Analgesia

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