• Susan M Martinelli, Robert S Isaak, Randall M Schell, John D Mitchell, Matthew D McEvoy, and Fei Chen.
• From the Department of Anesthesiology, University of North Carolina School of Medicine, Chapel Hill, North Carolina (S.M.M., R.S.I., F.C.) the Department of Anesthesiology, University of Kentucky College of Medicine, Lexington, Kentucky (R.M.S.) Beth Israel Deaconess Medical Center, Department of Anesthesia, Critical Care and Pain Medicine, Harvard Medical School, Boston, Massachusetts, (J.D.M.) Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, Tennessee (M.D.M.).
• Anesthesiology. 2019 Oct 1; 131 (4): 908-928.

AbstractAnesthesiologists are both teachers and learners and alternate between these roles throughout their careers. However, few anesthesiologists have formal training in the methodologies and theories of education. Many anesthesiology educators often teach as they were taught and may not be taking advantage of current evidence in education to guide and optimize the way they teach and learn. This review describes the most up-to-date evidence in education for teaching knowledge, procedural skills, and professionalism. Methods such as active learning, spaced learning, interleaving, retrieval practice, e-learning, experiential learning, and the use of cognitive aids will be described. We made an effort to illustrate the best available evidence supporting educational practices while recognizing the inherent challenges in medical education research. Similar to implementing evidence in clinical practice in an attempt to improve patient outcomes, implementing an evidence-based approach to anesthesiology education may improve learning outcomes.

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