Comprehensive Guide to Education in Anesthesia

255 Pages·2014·2.54 MB·English

by  Elizabeth A. M. Frost M.D. (auth.)

Comprehensive
Guide to Education
in Anesthesia
Elizabeth A.M. Frost
Editor
123
Comprehensive Guide to Education in Anesthesia

Elizabeth A.M. Frost
Editor
Comprehensive Guide
to Education in Anesthesia
Editor
Elizabeth A.M. Frost
Department of Anesthesiology
Icahn Medical Center at Mount Sinai
New York , NY , USA
ISBN 978-1-4614-8953-5 ISBN 978-1-4614-8954-2 (eBook)
DOI 10.1007/978-1-4614-8954-2
Springer New York Heidelberg Dordrecht London
Library of Congress Control Number: 2013953289
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To my sister and friend,
Dr. Jean Margaret Handscombe, an educator

Foreword
Having recently completed my tenth board certifi cation/recertifcation examination
over the past 20 years, I have a few important thoughts. First, the education process
and the manner in which we measure knowledge and competence in all fi elds,
including in Anesthesiology and its subspecialties, are constantly changing. Who
could have imagined tests on cadavers, computers, or simulators just a few years
ago? Second, technology, medications, and procedures that were once considered
small parts of our practice have evolved. Ultrasound, fl uoroscopy-guided pain pro-
cedures, and transesophageal echocardiography are all very clear examples of
changes which have signifi cantly enhanced and changed the way we practice anes-
thesia in each of our specialty areas. Elaborate ultrasound-guided regional anesthe-
sia techniques in all patient populations, transesophageal real-time views of the
heart in cardiovascular surgery, and TAP blocks in obstetric anesthesia patients are
improvements over how we practiced anesthesia just a few decades ago. Third, the
development of electronic medical records and computer technology has dramati-
cally changed our practices in all aspects. Fourth, newer boards and reconfi gured
tests have evolved. The American Board of Anesthesiology now offers is now an
exam with three parts. Recertifi cation sites for the American Board of Anesthesiology
will now include simulation. In this regard, the last board examination that I recently
completed, the relatively new American Board of Interventional Pain Physicians,
having only been created a few years ago, involves four parts, a basic/clinic science
portion, a substance abuse section, a coding and compliance section, and an oral/
practical section. This is refl ective of changes in our practices and within each anes-
thesia subspecialty.
This carefully constructed book by one of the great leaders in our fi eld, Dr.
Elizabeth A. M. Frost, M.D., provides an A–Z user-friendly text from leaders in our
fi eld to describe all aspects of education. From its historic evolution, the book
touches in detail on all topics of relevant interest. Some of these include closed
claims analysis, residency and fellowship training and requirements, the board cer-
tifi cation process, the role of simulation, research, and community/global outreach
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viii Foreword
and education. Medical students, health care professionals, and administrators may
better understand the fi eld of Anesthesiology after reading this book.
Anesthesiologists at all levels will appreciate the many changes that have taken
place in recent years. Dr. Frost, who has been a mentor to so many, including myself,
has created a wonderful and important book for all to enjoy!
New Orleans , LA, USA Alan David Kaye
Pref ace
After a less than satisfying stint as a surgeon (no cures, just cut it out), I spent some
time in internal medicine. There I found that arguments were the norm… does the
Lancet publish better studies than the New England Journal of Medicine or does the
New England Journal of Medicine report more up to date data than the Lancet? This
indecision was not for me. Still undaunted, I went on to obstetrics where I was
appalled at women’s inhumanity to women (come on, push… it doesn’t hurt that
much!). Well it does hurt that much. At about this time it occurred to me that people
expected essentially two things from their doctor: deliver the baby and take away
the pain. Having conquered (?) the fi rst part, anesthesia seemed the only career for
me. And so, 50 years ago I started on what is still for me an amazing learning expe-
rience. I had no idea that this specialty could hold so much. From open drop ether
and cyclopropane with a fi nger on the pulse as our only check that the patient was
still alive to elaborate machines with a vast array of monitoring equipment, all the
while caring for patients that may be so ill that their continued existence seems to
hang by a thread, my education through these years has been monumental. And for
that I have so many mentors to thank. From my fi rst chair, Dr. Artusio, to my second
appointment at the Albert Einstein College of Medicine with Drs. Orkin and
Hershey, and later Dr. Goldiner, and now with Dr. Reich at Mount Sinai. I am grate-
ful to all the educators who have helped others better understand the magic of anes-
thesia. And, of course, to all the contributors to the continuing education series in
Anesthesiology News, now more than 30 years old and over 300 lessons long, thank
you for making me continue to learn.
In the Comprehensive Guide to Education in Anesthesia , educators from many
different aspects of anesthesia have all given their time and expertise to review cur-
rent practice of learning in our specialty. My special thanks to them all.
Of course, as ever, extra thanks are due to the staff at Springer, to Shelley
Reinhardt, Joanna Perey, and Kevin Wright, who have all worked hard to keep us on
the right track.
New York , NY, USA Elizabeth A. M. Frost
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