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October 26, 2015
1:00:00 PM - 3:00:00 PM
Room Hall B2-Area D
Anesthesiology Professional Practice Rotation for Clinical Base Year Interns: Impact on Scholarly Participation
Tetsuro Sakai, M.D.,Ph.D., Shawn T. Beaman, M.D., Keith M. Vogt, M.D.,Ph.D., James W. Ibinson, M.D.,Ph.D., David G. Metro, M.D.
University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, United States
Disclosures: T. Sakai: None. S.T. Beaman: None. K.M. Vogt: None. J.W. Ibinson: None. D.G. Metro: None.
Introduction: For clinical base year (CBY) anesthesiology interns, the opportunity to learn about scholarly activity and broader anesthesiology professional issues is limited due to mandatory clinical assignments. In a large academic anesthesiology department, we had the opportunity to create a dedicated non-clinical rotation block called Anesthesia Professional Practice rotation (four weeks) for all CBY interns in 2014. We hypothesized that comprehensive education on scholarly activity and professional issues would help interns identify areas of scholarly interest.

Methods: A four-week non-clinical rotation was created for all CBY anesthesiology interns (n=12). The 63.5-hour curriculum focused on scholarly activity and anesthesiology professional issues, including practice management, quality improvement, leadership, and legal issues. Multidisciplinary lecturers, including malpractice attorneys and business and epidemiology faculty, were assembled (Table). In the final rotation week, all CBY interns attended a national anesthesiology meeting where they had a structured and mentored meeting experience. Two months after the rotation, the interns were surveyed about their participation in scholarly/professional activities via e-mail.

Results: All CBY interns completed the rotation. The session evaluations were returned in 100%. The median evaluation score was 8.33 with range (5.94 - 9.8). All interns responded to the inquiry. Twelve interns (100%) had identified areas of interest. Eleven (91.7%) had identified faculty mentors. Nine (75.0%) had identified scholarly projects. Eight (66.7%) were already working on scholarly projects, including clinical retrospective studies (5 projects), clinical prospective studies (4), practice management

studies (2), case reports (2), and educational projects (1). Two first-authored scientific abstracts had been accepted for a national meeting. Two interns (16.7%) had joined departmental committees.


Comprehensive education in scholarly activity and professional issues has facilitated interns’ participation in scholarly/professional activities.

Significance: Such a non-clinical rotation proves to be an excellent early exposure to scholarly activity and professional practice issues for interns.

Figure 1

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