State of Medical Education Research in Anesthesiology: Current Landscape and Future Directions—An Initiative of the Anesthesia Research Council
Jed Wolpaw, Aditee Ambardekar, Edward C. Nemergut, Tekuila Carter, Larry Chu, Shelby Labe, Beth Duggan, Lara Zisblatt, Susan M. Martinelli, Larry Roper, Sanjay Desai, John D. Mitchell, Laura Edgar, Alex J. Goodell, Dara Rouholiman, Amy K. Miller JuveBackground:
Without strategic intervention to support medical education research in anesthesiology, the training of future anesthesiologists may be compromised. Currently no comprehensive strategy exists for developing education research into a robust and self-sustaining discipline within anesthesiology. Few anesthesiologists are qualified to mentor the next generation of rigorous researchers in education who will advance both the theory and practice of medical education in our specialty and throughout medicine.
Methods:
The Anesthesia Research Council convened a working group of education leaders and charged them with mapping the future of education research in anesthesiology. This working group sought to understand the current state of anesthesiology education research funding and to identify key initiatives to consider in generating research excellence in this field. This article explores three key aspects of developing a path forward for medical education research: understanding the current state of anesthesiology education research funding and publications as markers of impact; integrating educational frameworks that support diversity, equity, and inclusion to ensure that anesthesiology training reflects the diverse needs of learners and patients; and making recommendations for improving medical education research in anesthesiology to help democratize the resources necessary for research, cultivate collaboration, and advance faculty development. A qualitative thematic analysis of relevant literature was completed.
Results:
Recommendations for expanding the current education frameworks, measures, and methods include addressing (1) diversification of the physician workforce, (2) teaching styles and learning environments, (3) quality and accountability of graduate medical education, (4) cultural competency and intersectionality, and (5) advocacy. Identifying high-priority immediate and future actions that key stakeholders should undertake to generate centers of excellence and establish early career development programs in medical education research will likely have a national impact in anesthesiology and in medicine.
Conclusions:
This article provides a specialty-specific analysis of anesthesiology education research grant funding, publication efficiency, and the integration of diversity, equity, and inclusion frameworks. It sets forth a road map for building robust education research capacity through strategic recommendations, including fostering collaborations, incorporating artificial intelligence competencies, democratizing resources, and transforming funding and review processes.