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Education
Anesthesia residency training in regional anesthesiology and acute pain medicine: a competency-based model curriculum
  1. Glenn Woodworth1,2,
  2. Robert B Maniker3,
  3. Christina M Spofford4,
  4. Ryan Ivie1,
  5. Nathalie I Lunden5,
  6. Anthony T Machi6,
  7. Nabil M Elkassabany7,
  8. Karina Gritsenko8,
  9. Promil Kukreja9,
  10. Kamen Vlassakov10,
  11. Tiffany Tedore11,
  12. Kris Schroeder12,
  13. Andres Missair13,
  14. Michael Herrick14,
  15. John Shepler12,
  16. Elizabeth H Wilson15,
  17. Jean-Louis Horn16 and
  18. Michael Barrington17
  1. 1 Anesthesiology and Perioperative Medicine, Oregon Health and Science University Department of Anesthesiology and Perioperative Medicine, Portalnd, Oregon, USA
  2. 2 Oregon Health and Science University, Portalnd, Oregon, USA
  3. 3 Department of Anesthesiology, Columbia University Medical Center, New York, New York, USA
  4. 4 Medical College of Wisconsin Department of Anesthesiology, Milwaukee, Wisconsin, USA
  5. 5 Department of Anesthesiology and Perioperative Medicine, Oregon Health & Science University, Portland, Oregon, USA
  6. 6 Anesthesiology and Pain Management, University of Texas Southwestern Medical Center at Dallas, Dallas, Texas, USA
  7. 7 Anesthesiology & Critical Care, University of Pennsylvania Department of Medicine, Philadelphia, Pennsylvania, USA
  8. 8 Anesthesiology, Albert Einstein Medical Center, Philadelphia, Pennsylvania, USA
  9. 9 Department of Anesthesiology and Perioperative Medicine, University of Alabama, Birmingham, Alabama, USA
  10. 10 Department of Anesthesiology and Pain Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
  11. 11 Department of Anesthesiology, New York Presbyterian Hospital-Weill Cornell Medical College, New York City, New York, USA
  12. 12 Department of Anesthesiology, University of Wisconsin-Madison School of Medicine and Public Health, Madison, Wisconsin, USA
  13. 13 Department of Anesthesiology, Perioperative Medicine, and Pain Management, University of Miami Miller School of Medicine, Miami, Florida, USA
  14. 14 Department of Anesthesiology, Dartmouth-Hitchcock Medical Center, Lebanon, New Hampshire, USA
  15. 15 Department of Anesthesiollogy, University of Wisconsin-Madison School of Medicine and Public Health, Madison, Wisconsin, USA
  16. 16 Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University Medical Center, Stanford, California, USA
  17. 17 Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Victoria, Australia
  1. Correspondence to Dr Glenn Woodworth, Anesthesiology and Perioperative Medicine, Oregon Health and Science University Department of Anesthesiology and Perioperative Medicine, Portalnd, OR 97239, USA; woodworg{at}ohsu.edu

Abstract

The Accreditation Council for Graduate Medical Education has shifted to competency-based medical education. This educational framework requires the description of educational outcomes based on the knowledge, skills and behaviors expected of competent trainees. It also requires an assessment program to provide formative feedback to trainees as they progress to competency in each outcome. Critical to the success of a curriculum is its practical implementation. This article describes the development of model curricula for anesthesiology residency training in regional anesthesia and acute pain medicine (core and advanced) using a competency-based framework. We further describe how the curricula were distributed through a shared web-based platform and mobile application.

  • education
  • pain management
  • internship and residency
  • regional anesthesia
  • acute pain

https://doi.org/10.1136/rapm-2020-101480

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    Footnotes

    • Twitter @rmaniker, @nelkassabany

    • Contributors GW: This author helped develop the curricula, write and review this paper. RBM: This author helped develop the curricula, write and review this paper. CMS: This author helped develop the curricula, write and review this paper. RI: This author helped develop the curricula, write and review this paper. NIL: This author helped develop the curricula, write and review this paper. ATM: This author helped develop the curricula, write and review this paper. J-LH: This author helped develop the curricula and review this paper. NME: This author helped develop the curricula and review this paper. KG: This author helped develop the curricula and review this paper. PK: This author helped develop the curricula and review this paper. KV: This author helped develop the curricula and review this paper. TT: This author helped develop the curricula and review this paper. KS: This author helped develop the curricula and review this paper. AM: This author helped develop the curricula and review this paper. MH: This author helped develop the curricula and review this paper. JS: This author helped develop the curricula and review this paper. EHW: This author helped develop the curricula and review this paper. MB: This author helped develop the curricula, write and review this paper.

    • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

    • Competing interests None declared.

    • Patient consent for publication Not required.

    • Provenance and peer review Not commissioned; externally peer reviewed.