Academic Anesthesiologists Perceive Significant Internal Barriers to Intraoperative Teaching in a Cross-Sectional...

Area of Science:

• Medical Education
• Anesthesiology
• Academic Medicine

Background:

• Academic anesthesiologists experience significant time demands that can compromise teaching quality.
• Barriers to effective clinical teaching in academic settings require identification and mitigation.
• A multicenter survey approach was employed to assess the learning environment and teaching barriers.

Purpose of the Study:

• To evaluate the learning environment for anesthesiology residents.
• To identify specific barriers encountered by faculty in clinical teaching.
• To understand factors influencing teaching quality and time allocation.

Main Methods:

• A survey was administered to anesthesiologists at four academic institutions.
• Data collected included demographics, time spent teaching, faculty attitudes, resident perceptions, leadership support, teaching enjoyment, and self-efficacy.
• Statistical analyses included principal component analysis, Pearson correlation, t-tests, and linear regression.

Main Results:

• A 40.6% response rate was achieved, with faculty showing high engagement in teaching.
• Clinical production pressure emerged as a significant theme.
• Increased time spent teaching correlated with greater enjoyment and preparedness, though enjoyment was not independently linked to time spent.
• Faculty self-efficacy was positively associated with teaching enjoyment and prioritizing teaching.

Conclusions:

• Improving the academic anesthesiology learning environment necessitates addressing production pressures.
• Enhancing faculty self-efficacy in teaching is crucial for improving perceived teaching quality.
• Strategies should focus on mitigating environmental factors and bolstering faculty confidence in their teaching abilities.