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Knowledge-based errors in anesthesia: a paired, controlled trial of learning and retention
Sara N Goldhaber-Fiebert1, Jeremy D Goldhaber-Fiebert, Carl E Rosow
1Department of Anesthesia, Stanford Hospital and Clinics, Stanford University School of Medicine, 300 Pasteur Drive, Room H3580, Stanford, CA 94305, USA. sgf@post.harvard.edu
Canadian Journal of Anaesthesia = Journal Canadien D'Anesthesie
|February 28, 2009
Summary
A brief lecture significantly improved anesthesia practitioners' knowledge of rare, dangerous situations. This medical education intervention demonstrated sustained learning retention six months later, enhancing patient safety.
Area of Science:
- Medical Education
- Anesthesiology
- Patient Safety
Background:
- Optimizing physician training is crucial for patient safety in medical education.
- Anesthesia practitioners face challenges in managing rare but dangerous situations.
Purpose of the Study:
- To evaluate the effectiveness of a brief lecture on improving anesthesia practitioners' knowledge.
- To assess the retention of learned knowledge at six months.
Main Methods:
- A paired controlled trial involving anesthesia residents and attending physicians.
- Participants completed a 14-question multiple-choice exam at baseline, post-lecture, and six months later.
- Knowledge acquisition and retention were measured using intervention and control questions, with adjustments for ongoing learning.
Main Results:
- A brief lecture led to a 22.2% increase in correct answers immediately after the session (P < 0.01).
- Significant knowledge retention was observed at six months, with a 7.9% increase in correct answers (P = 0.024).
- Fifty out of 89 subjects completed all three examinations.
Conclusions:
- A concise lecture effectively enhances medical knowledge in anesthesia practitioners.
- The learned information is retained significantly over a six-month period.
- This inexpensive teaching intervention can help prevent uncommon medical errors and can be adapted for evaluating other teaching modalities.
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