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Inner Journeys, LLC Group

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Jeffvon Drozd
Jeffvon Drozd

Anesthesiology And Intensive Medicine For Students

Faculty members in the Division of Critical Care Medicine provide care for critically ill patients in the surgical intensive care unit (SICU), neurosciences intensive care unit, cardiac surgical intensive care unit (CSICU), and trauma/neurotrauma intensive care units. All members are board-certified in anesthesiology, with an additional subspecialty certification in critical care medicine or neurocritical care (UCNS).

Anesthesiology and intensive medicine for students

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The Anesthesiology Critical Care Fellowship is an ACGME-accredited, year-long training program providing comprehensive, multidisciplinary education in adult critical care medicine, currently approved for three positions per year. Our program aims to prepare fellows to be competent, well-trained intensive care specialists, to become diplomates of the American Board of Anesthesiology and Critical Care Medicine, and to nurture the development of future leaders in the field of critical care medicine.

Dr. Meszaros was born and raised in Morristown, NJ. He completed his undergraduate training at Connecticut College and medical degree at New York Medical College. After medical school, he completed his anesthesiology residency at NewYork-Presbyterian/Weill Cornell Medical Center, where he developed interests in perioperative medicine, point of care ultrasound and caring for critically ill patients.

The Surgery and Anesthesiology Critical Care Medicine Subinternship is designed not only to teach complex physiology and pharmacology, but also to expose students to the specialties of surgery, anesthesiology, and critical care medicine. Medical students are on a team of physicians, advanced practice nurses, and other healthcare professionals, caring for critically ill patients in the CTICU. Our 24 bed CTICU is staffed 24 hours a day with in-house attending coverage. A rigorous didactic and bedside education program is in place for medical student education. The CTICU focuses on caring for patients before and after complex cardiothoracic operations including single or multiple cardiac valve replacement/repair, coronary artery bypass surgery, heart and lung transplantation, as well as mechanical cardiac support. In addition to cardiac, aortic, and general thoracic cases, medical students will manage a wide variety of patients following complex trauma and major surgical operations. Medical students also will be exposed to the care of patients transferred from outside hospitals. Under the supervision of ICU attendings, fellows, and residents, medical students participate in day-to-day patient care in our CTICU.

The George Washington University School of Medicine and Health Sciences' Department of Anesthesiology and Critical Care Medicine is comprised of over 30 board-certified anesthesiologists and roughly 30 resident trainees. All are committed to providing superior patient care with sub-specialty interests in all areas of anesthesiology, including cardiac, thoracic, obstetrics, neurological, pain, and intensive care.

Each year we welcome nine fellows from around the country to train with our ACGME-accredited program, situated on 20 acres in Northern Manhattan. Fellowship candidates have completed residency training in anesthesiology, surgery, emergency medicine, or obstetrics, and are offered ACCM career training in a supportive environment that prepares them to care, lead, educate, and discover.

Our fellows rotate through the medical intensive care unit (MICU) for one month and in the neurointensive care unit (NICU) for one month. In addition to these rotations, our fellows will have one month of electives to experience rotations such as nephrology, infectious disease, interventional pulmonology, and radiology. We have designed the year to give you flexibility and exposure to a diversity of disease processes in critical care medicine.

205c Sub Rotation in Anesthesia. During the second year surgery rotation, all Duke medical students begin with a perioperative medicine experience. Class didactics, simulation center teaching on airway skills, and hands-on experience of intravenous cannulation are supplemented with exposure to operating rooms anesthesia. The pharmacology and physiology behind the safe care of the patient in the operating room are supplemented with skills on fluid resuscitation, blood transfusion, and monitoring sedation that are applicable to all interns. Emphasis is placed on the correct use of opioid analgesics and practical acute pain management. The course director is Dr. Elizabeth Malinzak.

ANESTH-220c Anesthesia. The two-week selective permits students with an interest in perioperative medicine to rotate through multiple anesthesia subspecialties. The clinical opportunity is supplemented by teaching in the simulation center and didactic opportunities in the department. The course director is Dr. Elizabeth Malinzak.

ASEP Program. While the university offers a range of opportunities from biochemistry to organ physiology, anesthesiology, surgery and critical care integrate these multiple systems into a larger perspective of human pathophysiology and pharmacology. Students have opportunities for research in cardiovascular and respiratory physiology, molecular pharmacology, neurobiology, and environmental science. Regardless of ultimate career choice, investigation in anesthesiology, surgery, critical care medicine and environmental physiology provides strong basic science grounding and application of research principles. There are opportunities for continuity clinics. Please contact Dr. Elizabeth Malinzak.

ANESTH-401c Cardiothoracic Critical Care Elective and ANESTH-402c Cardiothoracic Critical Sub-I. The cardiothoracic intensive care sub-internship or elective will allow fourth year medical students to be exposed to and participate in the care of the postoperative and critically ill cardiac and thoracic surgery patient. This patient population has the highest rate of invasive monitoring, echocardiographic and hemodynamic assessment, and advanced circulatory support, including utilization of inotropes, vasopressors and mechanical circulatory support devices (LVAD, RVAD, IABP). A working knowledge of these concepts will be critical to a future career in anesthesiology, critical care medicine, or surgery.

ANESTH-430C. Diving and Hyperbaric Medicine. Students participate actively in assigned patient care and clinical projects. Well-focused segments of ongoing clinical work provide intensive exposure to clinical physiology and pharmacology. Consultative services are provided for inpatients and outpatients from orthopedics, medicine, radiation oncology, intensive care units, and preoperative and postoperative care units. Specific indications for hyperbaric oxygen therapy are used in clinical care and in developing translational projects. Students are guided in producing concrete clinical presentations and reports related to the field. The course director is Dr. Bruce Derrick.

The Anesthesiology Interest Group is a student-led organization whose purpose is to increase awareness of the spectrum of clinical practice in anesthesiology and encourage medical students to explore career opportunities within the field. The faculty mentors for this group are Dr. Abigail Melnick and Dr. Grace McCarthy.

FELLOW RESPONSIBILITIESIn the ICUs, our fellows organize teaching/work rounds, formulate care plans, and facilitate communication between the ICU team and surgical services, consultative services, and family members. Our fellows serve as instructors for residents, medical students, nurse practitioners, and nursing staff. This includes formal CME-approved PBLD presentations, journal clubs, ECHO conference, participation in simulation sessions, and educational conferences throughout the year. Fellows also serve as instructors for our nationally-recognized Critical Care Skills Week, which exposes junior medical students to topics in anesthesiology and critical care. All fellows will also have an administrative responsibility within the fellowship (e.g., scheduling, journal club, morbidity and mortality.)

Background: Medical education, in general, is undergoing a significant shift from traditional methods. It becomes very difficult to discover effective teaching methods within the limited possibilities in patient hands-on education, especially as seen in anesthesiology and intensive care medicine (AIM) teaching. Motivation-based teaching is very popular in all other aspects of education, but it has received scant attention in medical education literature, even though it can make a real difference for both students and physicians.

Results: We evaluated 142 students who passed Individual Project with topic The Development of the Multimedia Educational Portal, AKUTNE.CZ during 2010 to 2017. In this period, they developed up to 77 electronic serious games in the form of interactive multimedia algorithms. Out of 139 students in general medicine, 108 students (77.7%) had already graduated and 37 graduates (34.3%) worked in the AIM specialty. Furthermore, 57 graduates (52.8%) chose the same specialty after graduation, matching the topic of their algorithm, and 37 (65%) of these graduates decided to pursue AIM.

Using the Retraction Watch database, we retrieved retracted articles on anesthesiology and intensive care medicine up to August 16, 2021, and identified the papers citing these retracted articles. A survey designed to investigate the reasons for citing these articles was sent to the corresponding authors of the citing papers.

Retracted articles represent research works withdrawn from the existing body of accepted literature after publication. Research articles may be retracted for several reasons ranging from intentional misconduct to honest errors in data. Literature on anesthesiology and intensive care medicine, as in other fields of science, is not immune to retracted literature, with intentional misconduct being the main cause of retraction.1 Regardless of the reason, retracted articles should not be used as a source of information because intentional misconduct or honest error renders the results and conclusions unreliable and potentially misleading. 041b061a72


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