POSTGRADUATE EDUCATION AND TRAINING OF ANAESTHESIOLOGY RESIDENTS DURING COVID 19 CRISIS –A QUESTIONNARE BASED STUDY

Background: The COVID 19 pandemic has caused a great impact on the entire medical fraternity and moresoonanaesthesiology.Therehasbeenamajorinterruptioninpostgraduatelearning,teachingandresearch .Thisstudywasaimedtondingthecauseoftheseinterruptions,theirconsequencesandndingwaystoadapttothese changes . Objective: To nd the causes ,effects and possible interventions on teaching ,learning and quality of work environment amongst anaesthesiologists during the pandemic. Methodology:Thisstudywasconductedon65AnaesthesiologypostgraduatestudentsacrossSouthIndiaundergoingtraining. Results: We observed that in our survey , completion of thesis, stressful workload, disrupted OT rotations and absence of quarantine period supplemented to stress during learning period. Possibility of extension of course, infecting family and friends were the other concerns that were looked upon. This led to signicant disarrangement in the pre existing pattern of postgraduate training and teaching. For certain postgraduates this period was advantageous in the form of more lectures and research related to the pandemic. Conclusion: We concluded that, even though there has been a signicant change in postgraduate teaching due to the untimely pandemic period, reorganization and well being programs provide a good solution for the existing problems.

Practical postgraduate teaching in Human Anatomy: A review

Anatomy is a fundamental subject for both medical and surgical training. Anatomy departments might collaborate with clinicians organizing continuing medical education (CME) and other professional development courses. The courses should have a large practical component (in content and organization) but also should provide the latest scientifically based theoretical knowledge, respecting the learning of anatomy as well as aiming at performing different techniques. Anatomy departments should support these courses by establishing hands-on practical training courses and components.

New Method and Intercultural Awakening

A groundbreaking set of potent ideas, concepts, and methodological tools—developed over years of research and advocacy—are discussed in this chapter. The chapter provides an integral in-depth analysis of health paradigms, explaining the conceptual and technical limitations of conventional epidemiology and public health. It describes and illustrates the main theoretical and methodological ruptures and new categories needed to go beyond the Cartesian logic and its knowledge illusions. It analyzes five central breaks with the cognitive pillars of empirical epidemiology: lineal causality, external conjunction, empirical quantitative and qualitative analysis, empirical socio-epidemiological stratification, and Cartesian health geography. Examples are provided to facilitate useful reflections about research, postgraduate teaching, and health agency. The chapter also highlights some key elements for working toward a new framework for practice and ethos—one necessary to transform the notions of health prevention and promotion, to move beyond conventional conceptions, to leave our institutional comfort zones, and to reaffirm a critical scientific philosophy and rescue potent concepts of the wisdom of ‘others,” moving from passive vertical bureaucratic surveillance to active, community-based critical health monitoring.

Systematization of Presentation of Virtual Cases in a Postdoctoral Program in Orthodontics

Background: Incorporating information and communication technologies (ICTs) as a teaching tool for the postgraduate orthodontics program at Unicoc-Cali, Colombia, has generated a transformative change in the dynamics of the presentation of cases. Purpose: To systematize the learning experience: Presentation of virtual clinical cases carried out by residents of the third and fifth semester of the Orthodontic postgraduate course at Unicoc (Cali-Colombia), during the period 2018-2019. Methods: A database, virtual survey and focus group with residents were carried out. Results: The new methodology allowed an additional 130% of cases presented compared to the previous year. The benefits that the residents found in the virtual methodology were in their order: reduction in waiting times, facilitates the presentation process, streamlines the presentation and improves the flow of patients. Conclusions: The implemented didactic proposal enriches the postgraduate teaching-learning process because the audiovisual resource allows them to leave a useful record for the autonomous study of their own cases and that of their classmates. Their access is flexible in terms of time and space while allowing them to advance their learning at their own pace. The scheme was reproducible by all residents. The didactics allowed the presentations to be shown to other specialists to facilitate the inter-consultation process. The benefits found in the virtual methodology were: reduction in waiting times, facilitates the presentation process, streamlines the presentation and improves the flow of patients.