The role of anesthesiologists in Canadian undergraduate medical education

Abstract

Purpose: To examine the current role of anesthesiologists in Canadian undergraduate medical education (UME).

Methods: A 93-item questionnaire was mailed to the undergraduate course chairs/coordinators for anesthesia at the 16 medical schools in Canada.

Results: Of the faculty anesthesiologists in Canada, 1.7%, 4.9%, and 4.9% teach pre-clerkship lectures, seminars, and PBL tutorials, respectively. Annually, anesthesiologists teach an average of 3.3 hr (range: 0 to 15) of pre-clerkship lectures and 12.8 hr (range: 0 to 48) of pre-clerkship seminars at each medical school. The topics most commonly taught by anesthesiologists in pre-clerkship lectures and seminars are pharmacology and perioperative patient assessment, respectively. An anesthesia rotation during clerkship is mandatory at 13 schools, with an average duration of 9.6 dy (range: 5-20 dy). Clerkship teaching methods vary: ten schools provide seminars, eight use videos, six use computers, six use an airway skills laboratory, and four use an anesthesia simulator. The most common topics taught in clerkship anesthesia seminars are airway management and fluid therapy.

Conclusion: A very small proportion of faculty anesthesiologists participate in Canadian UME at the pre-clerkship level. Considerable variation exists in the amount and format of teaching by anesthesiologists among the Canadian undergraduate curricula, particularly at the pre-clerkship level. However, our results indicate that anesthesiologists are assuming a more important teaching role during clerkship. Our findings may suggest that Canadian medical schools are overlooking the advantages that anesthesiologists offer to UME at the pre-clerkship level, or that many anesthesiologists are reluctant to assume pre-clerkship teaching responsibilities.