The Training/Examination Programme in Intensive Care, Australian and New Zealand College of Anaesthetists: 2. Examination

1993 ◽  
Vol 21 (6) ◽  
pp. 854-860 ◽  
Author(s):  
G. A. Harrison ◽  
G. M. Clarke
Keyword(s):  
Intensive Care ◽  
New Zealand ◽  
Failure Rate ◽  
Final Examination ◽  
Short Answer ◽  
Zealand College ◽  
Short Answer Questions

The structure of the Final Examination in Intensive Care for the award of Diploma of Fellow of the Australian and New Zealand College of Anaesthetists is based on a model explicated in the College's Objectives of Training in Intensive Care. There are five sections in the examination: short answer questions, essay questions, investigations, orals and a clinical. The first examination was held in October 1979. Up to and including the examination of October 1992, 94 of the 136 attempts by 107 candidates had been successful. Eighty-three per cent of the candidates passed at the first attempt. The failure rate has been highest in the clinical section. The examination is regarded as a hard examination but one which is helpful in training and subsequent practice.

scholarly journals The Training/Examination Programme in Intensive Care, Australian and New Zealand College of Anaesthetists 1. Training

1993 ◽  
Vol 21 (6) ◽  
pp. 848-853 ◽  
Author(s):  
G. M. Clarke ◽  
G. A. Harrison
Keyword(s):  
Intensive Care ◽  
New Zealand ◽  
Intensive Care Medicine ◽  
Intensive Care Units ◽  
Training Programme ◽  
Learning Needs ◽  
Final Examination ◽  
Primary Specialty ◽  
Zealand College ◽  
Training Programmes

Unlike training for programmes in other countries which have published details of training programmes for Intensive Care Medicine, the training programme of the Australian and New Zealand College of Anaesthetists does not require certification in a primary specialty, although it is possible to combine training in Intensive Care and Anaesthetics. The lynchpin of the programme is the requirement that training can be undertaken in recognised posts in intensive care units which are approved by the College. Approval of the Unit requires evidence of appropriate supervision and teaching of trainees, sufficient number of admissions with a casemix suitable for the trainees’ learning needs and an adequate level of staff and equipment. The Units are assessed by physical inspection by assessors appointed by the College. The programme includes a Final Examination in Intensive Care.

scholarly journals Evaluation of Safety Procedures in Anaesthesia and Intensive Care

1993 ◽  
Vol 21 (5) ◽  
pp. 670-672 ◽  
Author(s):  
D. G. Clayton ◽  
L. Barker ◽  
W. B. Runciman
Keyword(s):  
Intensive Care ◽  
New Zealand ◽  
Teaching Hospital ◽  
Anaesthetic Machine ◽  
Zealand College ◽  
Fire Drill ◽  
Multi Center Study ◽  
Safety Procedures ◽  
Center Study

A study was conducted to determine the ability of junior anaesthetists to check the anaesthetic machine, demonstrate a knowledge of a multifunction monitor and a defibrillator, and know the hospital fire drill. The subjects were 38 junior anaesthetists working in a large multi-disciplinary teaching hospital. 45% were able to check the anaesthetic machine according to the guidelines of the Australian and New Zealand College of Anaesthetists, and 16% had a complete working knowledge of the monitor. All subjects could use the defibrillator but only 24% could adequately solve the problem of malfunction. Only one subject had a working knowledge of the fire drill; excluding knowledge of the fire drill only 3 subjects (8%) satisfactorily completed all aspects of the assessment. As a result of this study structured checking routines are being introduced into anaesthetic teaching and practice and a similar multi-center study of specialist anaesthetists is being planned.

scholarly journals Questionnaire feedback from MBBS second year students about current examination trends and their opinion for perspective changes

2021 ◽  
Vol 10 (5) ◽  
pp. 483
Author(s):  
Fazeel Zubair Ahmed ◽  
Ravi Hanumanthappa Kudthni
Keyword(s):  
Final Examination ◽  
Short Answer ◽  
Medical College ◽  
Final Theory ◽  
Self Study ◽  
Final Exams ◽  
Essay Question ◽  
Examination Methods ◽  
Second Year ◽  
Short Answer Questions

Background: All subjects of MBBS do not have same examination pattern especially concerning to question paper pattern and distribution of marks. As a result, students are experiencing variety of examination patterns during their study. Neither is their uniformity of examination pattern throughout the country nor there is uniformity within a university. In such situation, it would be wise to take feedback from students which could help in redesigning the examination pattern. This study was done to collect students’ opinion regarding current examination methods and possible changes that might be required in existing assessment methods.Methods: Questionnaire based study was done on MBBS second year students of Viswabharathi medical college. Questionnaire consisted of 10 questions about examinations faced by the students. Each question had five options arranged according to 5-point Likert scale.Results: 99 students participated in this study. 51.52% students preferred having two essay questions and 42.42% preferred having one essay question in final theory exam. 52.53% preferred to have 40 marks as weightage of one paper. 50.51% supported having illustration-based questions in their final theory examinations. 79.80% stated that at least 30 days of preparation holidays are required for them before their final exams. 48.48% preferred having five very short answer questions. 48.48% stated that weekend tests conducted by their institute were helpful to them. 66.66% disagreed upon increasing number of questions in final examination. 63.63% agreed on having MCQ’s. 48.48% agreed on having viva voce during every internal examination. Consensus could not be reached upon frequency of institutional tests.Conclusions: This study highlighted certain shortcomings in medical education with respect to examinations. Weightage and number of questions might be increased marginally to have a uniform pattern. Question paper should have more very short answer questions and less essay questions. Illustration based questions should also be introduced. 30 days of preparation holidays must be given before final exams for self-study.

scholarly journals Genesis of the College of Intensive Care Medicine of Australia and New Zealand

2018 ◽  
Vol 46 (1_suppl) ◽  
pp. 35-51
Author(s):  
A. B. Baker
Keyword(s):  
Intensive Care ◽  
New Zealand ◽  
Intensive Care Medicine ◽  
Intensive Care Units ◽  
Personnel Staffing ◽  
Zealand College ◽  
Education Training ◽  
College Now ◽  
Royal Australasian College

In 2009 the College of Intensive Care Medicine (CICM) of Australia and New Zealand was inaugurated in Melbourne, Australia. This College now regulates the education, training and accreditation for specialist intensivists for Australia and New Zealand. CICM origins started in 1975 with the formation of the Section of Intensive Care of the Faculty of Anaesthetists, Royal Australasian College of Surgeons (RACS), which moved through intermediary stages as the Faculty of Intensive Care, Australian and New Zealand College of Anaesthetists (ANZCA) when that College was formed from the former Faculty of Anaesthetists RACS, and then the Joint Faculty of Intensive Care Medicine (ANZCA and the Royal Australasian College of Physicians [RACP]), until becoming completely independent as CICM in 2010. There was a period of about 40–50 years evolution from the first formations of intensive care units in Australia and New Zealand, and discussions by the personnel staffing those units amongst themselves and with Members of the Board of the Faculty of Anaesthetists RACS, to the formation of the Section of Intensive Care, then through two intermediary Faculties of Intensive Care Medicine, to the final independent formation of the College of Intensive Care Medicine of Australia and New Zealand in 2010.

scholarly journals How to foster the formation of STEM identity: studying diversity in an authentic learning environment

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Alison Singer ◽  
Georgina Montgomery ◽  
Shannon Schmoll
Keyword(s):  
Learning Environment ◽  
Identity Formation ◽  
Sense Of Belonging ◽  
Sociology Of Science ◽  
Authentic Learning ◽  
Learning Task ◽  
Short Answer ◽  
Diversity And Inclusion ◽  
Educational Challenge ◽  
Short Answer Questions

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

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