Devi Vasudha, Pallath Vinod, Gayathri Balasubramaniam, Patil Shantanu S
Department of Pharmacology, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India.
Department of Medical Education and Assessment, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Selangor, Malaysia, India.
Indian J Anaesth. 2025 Apr;69(4):386-392. doi: 10.4103/ija.ija_807_24. Epub 2025 Mar 13.
Paediatric anaesthesia requires specialised skills to manage patients effectively, yet training often falls short of clinical needs. To address this, a survey was conducted among anaesthesia trainees and teachers to identify perceived learning gaps.
A self-administered Google questionnaire was used to gather input on teaching and learning paediatric anaesthesia. Faculty and anaesthesia trainees answered 29 questions, organised into multiple sections. Data were analysed using Jeffreys Amazing Statistical Package (JASP) version 0.16.3 Arnhem; Netherlands.
The questionnaire was sent to 567 participants, yielding a 25.30% response rate, with 144 participants responding. Exposure to paediatric anaesthesia had a median score of 3 (good). The opportunity for performing tasks was moderate, at 40%-60%, with 47% of respondents primarily assisting rather than performing tasks. Elective placements in paediatric operating theatres were reported by 25% of students in the first 6 months, 38.19% in the second 6 months, and 36.81% during the second year. Tasks were carried out under direct proactive supervision. A positive correlation was found between mask ventilation and intubation skills, with the highest 'r' value (0.714), indicating that more opportunities for mask ventilation increased the chances for intubation. Teaching methods included interactive lectures for knowledge, hands-on practice for skills, and mentoring for the affective domain. Only 19% of respondents were exposed to children under 1 year.
The reliance on direct proactive supervision for procedural skill training until the completion of the postgraduate anaesthesia program is concerning. This highlights the need for a curriculum that prioritises skill development, incorporating entrustment goals, suitable teaching methods, and workplace assessments.
小儿麻醉需要专业技能来有效管理患者，但培训往往无法满足临床需求。为解决这一问题，对麻醉实习生和教师进行了一项调查，以确定他们认为的学习差距。
使用一份自行填写的谷歌问卷收集有关小儿麻醉教学与学习的意见。教员和麻醉实习生回答了29个问题，这些问题分为多个部分。使用荷兰阿纳姆杰弗里斯神奇统计软件包（JASP）0.16.3版对数据进行分析。
问卷发送给了567名参与者，回复率为25.30%，有144名参与者回复。小儿麻醉的接触程度中位数得分为3（良好）。执行任务的机会适中，为40%-60%，47%的受访者主要是协助而非执行任务。25%的学生在前6个月、38.19%在第二个6个月、36.81%在第二年报告了在小儿手术室的选择性实习安排。任务是在直接主动监督下进行的。面罩通气和插管技能之间存在正相关，“r”值最高为0.714，表明更多的面罩通气机会增加了插管的可能性。教学方法包括知识方面的互动讲座、技能方面的实践操作以及情感领域的指导。只有19%的受访者接触过1岁以下儿童。
在研究生麻醉课程完成之前，程序技能培训依赖直接主动监督令人担忧。这凸显了需要一门优先考虑技能发展的课程，纳入委托目标、合适的教学方法和工作场所评估。
