Χρηματοδότηση για την παρακολούθησησεμιναρίων/μετεκπαιδεύσεων/συνεδρίων
Δυνατότητα εκπαίδευσης σε αντικείμενα επιλογής και σε άλλο νοσοκομείο:
Εκπαίδευση στη χρήση υπερήχων
Δυνατότητα υποεξειδίκευσης μετά τη λήψη της ειδικότητας
Αξιολόγηση των εκπαιδευτών από τους ειδικευόμενους
Αξιολόγηση των ειδικευομένων σε τακτά χρονικά διαστήματα
Μείωση των ωρών εβδομαδιαίας εργασίας
Διακριτά και σαφώς ορισμένα καθήκοντα του ειδικευόμενου
Διεξαγωγή κλινικών μελετών & διδασκαλία της μεθοδολογίας έρευνας
Γενικά θα λέγατε ότι η εκπαίδευσή σας είναι
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του Αναισθησιολόγου ΣΥΜΠΕΡΑΣΜΑΤΑ;
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του Αναισθησιολόγου«Ο άνθρωπος κάνει σίγουρα εκείνο που θέλει, όμως είναιδύσκολο ν' αποφασίσει τι είναι αυτό που θέλει.» ΑΡΤΟΥΡ ΣΟΠΕΝΧΑΟΥΕΡhttp://www.sansimera.gr/quotes/authors/151#ixzz31Bkij3Kh
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του ΑναισθησιολόγουExpectations are subjectively held beliefs by individuals about uncertain future outcomes or thebeliefs of other individuals in the market place. It is also possible for individuals to formexpectations of present or past events about which they are not fully informed. How expectations are formed, and whether they lend themselves to mathematical representationshave been the subject of considerable debate and discussions. The answers vary anddepend on the nature and the source of uncertainty that surrounds a particulardecision. SURVEY EXPECTATIONSPESARAN Μ Η WEALE ΜCESIFO WORKING PAPER NO. 1599CATEGORY 10: EMPIRICAL AND THEORETICAL METHODSNOVEMBER 2005
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του Αναισθησιολόγου ΒΙΒΛΙΟΓΡΑΦΙΑ
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του ΑναισθησιολόγουNineteen Swedish trainee anaesthetists were interviewed. The interviews sought the answers tothree open-ended questions. (i). When do you feel you have been successful in your work? (ii).What is difficult or what hinders you in your work? (iii). What is the core of your anaesthesia work?Six ways of understanding their work were defined: giving anaesthesia according to a standardplan; taking responsibility for the patient's vital functions; minimizing the patient'ssuffering and making them feel safe; giving service to specialist doctors to facilitate theircare of patients; organizing and leading the operating theatre and team; and developingone's own competence, using the experience gained from every new patient for learning.Trainee anaesthetists understand their work in different ways: implications for specialist education.Br J Anaesth. 2004 Mar;92(3):381-7. Epub 2004 Jan 22
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του ΑναισθησιολόγουThe Royal College of Anaesthetists defines competency as possession of the 'trinity' ofknowledge, skills and attitudes. This raises the question of whether the present logbook is ofvalue in recording training.All respondents kept logbooks, but 81% and 69% experienced problems recording subspecialtyexperience in Intensive Care and Pain, respectively. Less than 50% regularly analysed theirlogbooks and for 67% of Specialist Registrars, no (or minimal) attention was paid to the logbookat assessments. Overwhelmingly, 97% did not believe that the current logbook assessedcompetency. The anaesthetic logbook--a surveyAnaesthesia. 2000 Nov;55(11):1076-80.
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του ΑναισθησιολόγουDecreased working hours during training, an increasing focus on patient safety, and greateraccountability have resulted in a paradigm shift in medical education. The resultinginternational trend towards competency-based training demands robust methods of evaluationof all domains of learning. The assessment of procedural skills in anaesthesia is poorcompared with other domains of learning and has fallen behind surgical fields.Logbooks and procedure lists are best suited to providing information regarding likelyopportunities within training programmes. Retrospective global scoring and directobservation without specific criteria are unreliable. The current best evidence for agold standard for assessment of procedural skills in anaesthesia consists of acombination of previously validated checklists and global rating scales, usedprospectively by a trained observer, for a procedure performed in an actual patient.Assessment of procedural skills in anaesthesia. Br J Anaesth. 2009 Oct;103(4):472-83. doi: 10.1093/bja/aep241. Epub 2009 Aug 30.
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του ΑναισθησιολόγουThere is concern that the European Working Time Directive 2009 has led to reduced time available fortraining, and this study examined if this has been the case. A total of 5925 theatre sessions wereanalysed (2353 in 1999 and 3572 in 2009). For ST1-2 trainees, there was a 37% increase in theatresessions attended(p=0.02), with a 77% increase in the number of these sessions supervised by aconsultant (p=0.02). For ST3-7 trainees, there was a reduction in the number of theatre sessionsattended of 27% (p=0.03), but this was not accompanied by a significant increase in the number ofconsultant-supervised sessions (11% increase; p=0.18). The aggregate median increase in weeklyconsultant-supervised theatre sessions per trainee increased for ST1-2 trainees (70% increase;p=0.0016) but not for ST3-7 trainees (11% increase; p=0.31). For neither trainee group did trainingtime decline.The effect of the European Working Time Directive on anaesthetic working patterns and training Anaesthesia. 2012 Sep;67(9):951-6. doi: 10.1111/j.1365-2044.2012.07227.x. Epub2012 Jul 16
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του Αναισθησιολόγου It is considered that the needs and the aims of the trainees and teachers are especially relevant,but sometimes a difference in priorities exists. It is suggested that there should be carefuldefinition of the needs to be satisfied by the formal course and that the educational bodyconducting the course and the geographical location of the course should be based onthose needs. The role of the course supervisor in the organizer-teacher-traineecommunication system is especially important.The role of formal courses in the vocational training of anaesthetists. Anaesth Intensive Care. 1976 Nov;4(4):291-6.
Εκπαίδευση ειδικευομένων στην Αναισθησιολογία και στη ΜΕΘ Εκπαίδευση του Αναισθησιολόγου ΕΠΙΣΤΗΜΟΝΙΚΗ ΗΜΕΡΙΔΑ Η ΕΚΠΑΙΔΕΥΣΗ ΑΠΑΡΑΙΤΗΤΟ ΕΡΓΑΛΕΙΟ ΒΕΛΤΙΩΣΗΣ ΤΗΣ ΠΟΙΟΤΗΤΑΣ ΣΤΗΝ ΑΝΑΙΣΘΗΣΙΑ Πέμπτη 25 Φεβρουαρίου 2010 The MET Hotel Θεσσαλονικη
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