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Critical Appraisal of Anesthesiology Educational Research for 2021
Lara Zisblatt1, Rachel Moquin1, Andrew Benckendorf1
1The following authors are in the Department of Anesthesiology at the University of Michigan, Ann Arbor, MI: Lara Zisblatt is a Clinical Assistant Professor and Emily E. Peoples is an Assistant Professor and Residency Program Director. The following authors are in the Department of Anesthesiology at Washington University School of Medicine in St. Louis, St. Louis, MO: Rachel Moquin is an Associate Professor and Associate Vice-Chair for Faculty and Educator Development, and Andrew Benckendorf is a Resident. Dawn Dillman is a Clinical Professor in the Department of Anesthesia at the University of Iowa Hospitals and Clinics, Iowa City, IA. Amy N. DiLorenzo is Assistant Dean of Graduate Medical Education and an Assistant Professor in the Department of Anesthesiology, Perioperative, Critical Care, and Pain Management at University of Kentucky Chandler Medical Center, Lexington, KY. Ashley E. Grantham is Director of Research and Evaluation, Faculty Affairs, and Leadership Development, UNC School of Medicine, Chapel Hill, NC. Mark P. MacEachern is an Informationist in the Taubman Health Sciences Library, University of Michigan, Ann Arbor, MI. Fei Chen is an Associate Professor in the Department of Anesthesiology, University of North Carolina at Chapel Hill, Chapel Hill, NC.
Background:
Based on a review of anesthesiology education articles published in 2021, the authors conducted a critical appraisal to describe trends in the literature, highlight innovations in the field, and identify high-yield articles for clinician educators in anesthesiology.
Methods:
After a database search (3 Ovid MEDLINE databases, Embase.com, ERIC [via FirstSearch], PsycINFO [via EBSCOhost], and PubMed), abstracts were screened by 2 independent reviewers based on inclusion criteria. Articles representing publications in both anesthesiology-specific journals and general medical education journals were included via manual search. Three randomly assigned raters reviewed and scored each quantitative article using a rubric. Two raters scored qualitative studies using a separate rubric designed for qualitative studies. Each article also received an overall quality rating used to create an additional list of recommended articles.
Results:
The database search identified 1141 articles and an additional manual search identified 1497 articles. Of these, 67 articles met the inclusion criteria (61 quantitative, 6 qualitative). This article reports and summarizes the top 13 quantitative articles and top 2 qualitative papers.
Conclusions:
This year we did not see as many articles describing curriculum to teach learners procedures, a topic heavily present in previous years. Also, analysis revealed an increase in articles focused on nontechnical skill education and a trend toward how to assess learner performance. Finally, 2 articles focused on gender issues in anesthesiology, an emerging area of interest.
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