The Society for Education in Anesthesia (SEA) Fall Meeting was a great success. With very few open seats at the start, this was the first in-person fall conference since the COVID-19 pandemic and was also paired with the SAAAPM meeting. The theme was “Professional Identity Formation”, a topic that encompasses many of the most urgent issues in anesthesia education today. Conceptually we chose to approach professional identity formation in a two-fold manner. On one hand, your professional identity is, of course, shaped by your personal background and experience, while on the other, our collective identity as a profession is molded by the environment to which we are exposed which is in turn influenced by political, social, and economic (not to mention technological) factors impacting medicine in general and anesthesiology in particular.

The meeting opened with an incredible McLeskey lecture featuring Dr. Jo Shapiro, Associate Professor of Otolaryngology-Head and Neck Surgery at Harvard Medical School, Principal Faculty for the Center for Medical Simulation in Boston, and a consultant for the Massachusetts General Hospital Department of Anesthesia, Pain, and Critical Care. Her talk, “Fostering Psychological Safety: A Key Driver of Patient Safety and Physician Wellbeing,” inspired our attendees through her personal and profound take on fostering an environment in which we can maintain and elevate our profession for the betterment of both patients and practitioners.

 “FROM THERE TO HERE”
MEMBERS INTERVIEW IN THE SEA
Dr. Karen Souter, Previous SEA President 

What made you join SEA?

OXYGEN by Carol Cassella

As we move from the short days of winter to the longer and warmer days of summer, it also seems that time has expanded and this may be the perfect time to check out some good fiction. The book is written by a physician and the plot is something to which we can all relate. The story is set in Seattle and follows the emotional roller-coaster of an anesthesiologist who loses a young ‘special needs’ patient to an intraoperative catastrophe. The author narrates in great detail the legal and emotional issues associated with the death of a patient. Dr Marie Heaton, the protagonist, who is at the top of her game as an anesthesiologist, a brilliant and caring physician, is forced to take a look at her own insecurities as a physician. Something goes terribly wrong during a routine pediatric case and forces her to re-evaluate her life, her truths, her friends, family and her world. The story gives the reader an understanding of the conflict she feels between empathizing with the mother of the patient while at the same time coming to terms with what this incident means to her career as a physician. 

It was an honor to host SEA’s 2021 Fall Meeting on Advocacy in Education and Academic Departments. This meeting has taken on several different forms over the past two years and endured the challenges of the pandemic. I hope you all enjoyed and benefited from our excellent speakers and workshop presentation.

Dr. Alan Schwartz opened the meeting with the McLeskey lecture and gave us a broad overview of the Politics of Medical Education. Who are the key players? How are scarce resources managed? What are the political interest of each stake holder? How do we apply this in our everyday interactions within our residency? Dr. Schwartz is an incredibly engaging and innovated educator, and we are grateful to have had him as our keynote speaker.

Throughout 2022 we will be celebrating the fifth anniversary of when The Journal of Education in Perioperative Medicine (JEPM) became archived on PubMed Central (PMC). This could not have happened without the support of you, the SEA members, and we want to celebrate this landmark achievement with you the entire year. Landing on PMC was significant for the Journal in so many ways. For starters, the recognition of the Journals new status began a growth trajectory of manuscript submissions that has surpassed one hundred manuscripts in 2021. That’s up from fewer than ten in 2015! Our published articles get significant viewing. One of our most popular published articles is “How to Write Well-Defined Learning Objectives,” by SEA member Debnath Chatterjee, MD & Janet Corral, PhD. This piece has had over 32,000 total requests including more than 2,700 full-PDF downloads; it has also been cited in twelve other peer-reviewed articles including five in 2021 alone! None of this growth would have been possible without our incredibly talented and hard-working team of associate editors including Phillip S. Adams, DO; Eric Heinz, MD, PhD; Ryan Keneally, MD; Timothy Long, MD; Susan M. Martinelli, MD; Annette Mizuguchi, MD, PhD, MMSc, FASE; Deborah A. Schwengel, MD, MEHP; Jed Wolpaw, MD, MEd; & Lara Zisblatt, EdD, MA, PMME. On the administrative side, we owe a great debt of gratitude to Megan Sage, our coordinator in the SEA office, and Heather Chaney, our new Managing Editor with Allen Press.

So what can you do to join the celebration of the anniversary? First, we are always looking for talented reviewers. Giving your time and talents as a peer-reviewer is a tremendous service to the society, the Journal, and of course, our specialty. Second, you can submit your high-quality education manuscripts to the Journal. Many are published, but if not, our talented reviewers and associate editors will provide you with thoughtful feedback that you can incorporate when you resubmit elsewhere. Your education research manuscript will have been reviewed by some of the most talented minds in the business, setting them up for success down the road. Last, you can celebrate with us by attending the SEA spring and fall meetings. The Journal will be featured in a number of venues at each of our meetings including a reappearance of our “reviewing workshop”, which was so well received in the past.

1. When and why did you join SEA?
It’s been longer than I’d care to admit. Over ten years now. I have always been interested in teaching skills to small groups or individuals, not so much in the lecturing part. A mentor of mine sent me a note informing me about the Seattle meeting in 2009 and suggested I should attend. I had been a member of SEAUK before I moved across the Atlantic to Colorado.

2. What skills do you have that you use to contribute to this organization?
Skills…hmm. I get things done. Is that a skill or a superpower?

I think we all like to believe that anesthesiology training has changed by leaps and bounds over the last decades, but truthfully the essential core of our educational paradigm remains the same – the apprenticeship model. Yes, anesthesiology residents spend time learning about quality improvement, doing research, and treating rare complications in high fidelity simulators. But add up all the hours and days of a typical anesthesiology residency and the bulk of that time will be spent with a patient and the attending guiding their care. This relationship creates an environment where the influence of the attending physician can be of outsized importance. And this is true not just with respect to the development of clinical competence but also the modeling of professionalism and communication skills.

One of my favorite people to follow on social media is an ophthalmologist/comedian, Dr. Glaucomflecken. His TikTok videos expertly poke fun at a variety of medical specialty stereotypes, and anesthesiology is no exception. While exaggerated, most stereotypes have a kernel of truth. In Glaucomflecken’s world, the shower-capped anesthesiologist frequently hides behind the blue drapes and avoids meaningful conversation with the surgical team. A recent editorial published in Anesthesiology, “The Accreditation Council for Graduate Medical Education [ACGME] Special Report on Clinical Learners in Procedural Environments: Several Elephants in a Very Small Room,”1 sums up the not-so-funny reality: “Why are trainees communicatively inept? Because their teachers are. They are just mimicking what they see…. Anesthesiology, nursing, and surgery remain siloed communities…frighteningly so!” The potential impact of improved communication on patient safety and outcomes is regarded as self-evident. Closed loop communication, effective handoffs during transitions of care, and creating shared mental models can only serve to improve clinical care.

Thrive: Ariana Huffington

This year has been unlike any other! For those of us working in healthcare the stress from the job as well as keeping ourselves and our families safe has led to unprecedented levels of burnout. It also led many of us to re-examine our lives to define what is meaningful and what is not. This book by Ariana Huffington offers insights that could help us on this journey.

The degree to which individuals are underrepresented in medicine, and specifically in academic medicine, is significant and concerning. This representation gap is especially notable in leadership positions. This also holds true in the American Society of Anesthesiologists (ASA), as evidenced by the 2017 survey conducted by Toledo et al regarding diversity in the leadership of this organization.¹ Another publication in Medscape, using US Census Bureau criteria, reports the vast majority (70%) of anesthesiologists identified as White/Caucasian, followed in prevalence by Asian Indian (7%), Chinese (5%), Hispanic/Latino (4%), and Black/African American (3%).2 Women are underrepresented among anesthesiologist among all these groups, with an exception noted in the Black/African American group.² A recent review article from Kenevan et al reports a slow increase in the representation of women in anesthesiology from 22% in 2007 to 24.8% in 2013. However, this still lags behind the general medical workforce, comprising 38% women.³

 

Stephanie B. Jones, MD SEA President

Happy summer! As we embark upon a new academic year, things are a little different than usual.  The challenge of introducing new trainees to the perioperative environment remains our perpetual summer pastime.  What has changed is the lens through which we view teaching and learning, having just emerged from the trying circumstances of the last year or so.

 

Viji Kurup MD Professor Vice Chair for Medical Education Yale University

When Breath Becomes Air: Paul Kalanithi

I came upon Paul Kalanithi’s When Breath Becomes Air through a community read program organized by Yale University. The title intrigued me, and I picked up the book. I was stunned by the sheer honesty and raw emotion that the author poured into this book. Kalanithi’s reflection on death and dying and his re-evaluation of life resonated in this year of the pandemic when we have done the same.

Kalanithi was a neurosurgeon who trained at Yale and Stanford. In the last year of neurosurgical residency, he was forced to confront a devastating diagnosis of lung cancer. Through his writing, we accompany him on that journey as we see through his eyes and bear witness to his inner turmoil when the doctor becomes a patient. In a culture that talks about death and dying in hushed tones, Kalanithi’s willingness to let the reader into his life and his mind is a gift that must be received with gravity. It highlights to the readers both the mortality of the subject as well as the immortality of his work.

The struggle that the author experiences when moving between the roles of doctor and patient is relatable. His story is similar to countless other medical professionals who ignore small signs and symptoms and chalk it up to fatigue. We put off medical visits for when we have more time. It was only when he could ignore his symptoms no longer that he went to seek medical help and found himself in a position that he had not expected. He moves between the point of views of the patient and doctor fluidly taking the reader with him. He talks about dealing with loss of control of your life when faced with the devastating diagnosis of Stage IV lung cancer. He also uses his illness to bridge his love for medicine and literature to describe his journey until the last phases where the book ends abruptly when his condition takes a turn for the worse.

As we reflect on this year, we are heartened by the verdict handed down in the George Floyd murder trial. It was a month prior to George Floyd’s death that SEA formed its Taskforce on Diversity, Equity, and Inclusion (DE&I). Both anniversaries speak of the work that remains to be done in order to live in a society where diversity is valued, equity is commonplace, and inclusion is the norm. Since its inception, the taskforce has been very busy – a testament to the times we live in.

The Taskforce on DE&I collaborated with multiple anesthesia component societies as well as freestanding organizations. In addition, we have reached out both to anesthesiology residents at multiple programs and to medical students through the Student National Medical Association who will be applying for residency in anesthesiology.

I cannot remember where my first Society for Education in Anesthesia meeting was held or how I got there. It must have been in 1998 or 1999. I do vividly remember coming down to breakfast at about 7:30 that first 

Michael Sandison, MD Professor Emeritus  Albany Medical College

 morning and walking into animated committee meetings already in progress. I noticed one particularly large group brainstorming about upcoming meetings. I sat at an adjacent empty table and listened to the conversation. They were talking about themes for future meetings, possible speakers, interesting workshops and potential venues. I was struck by their enthusiasm, creativity and belief in the organization’s relevance and future. I had found “my people”.

Those people turned out to include Kathy King and Cathy Kuhn from Duke. At that time the Residency Review Committee had mandated that the departmental chair serve also as Program Director. Many chairs designated a faculty member as “Director of Education” or some such title. I had just been appointed to this “Quasi-PD” position by my outgoing chair at Albany Medical College. My predecessor, Kevin Roberts, had been appointed Acting Chair of the department. As he handed me a SEA newsletter, he offered me two words of advice for the new role: “Join SEA.”

I was woefully unprepared for this new position. Although I was regarded as a decent teacher by the residents and faculty, my approach to teaching was based simply on emulating my best teachers at the University of the Witwatersrand in Johannesburg. That first SEA meeting opened my eyes to the discipline of pedagogy and the possibility of a career in anesthesiology education. I returned home after that meeting recharged with a sense of direction, possibility and purpose.

Several meetings followed. I started making notes entitled: “Ideas from SEA”. The oldest list that I found was from the Spring Meeting of 2000, and it included a talk by Phil Lui entitled “Characteristics of Extraordinary Anesthesiologists: Implications for Anesthesia Education”. I later adapted that talk for inclusion in our introductory didactic program. Other entries in my notes include, “Look up the full Bloom’s Taxonomy”, (testimony to my lack of preparation as an educator) and “Writing is Thinking”.

That meeting led to my attending the SEA Workshop on Teaching, where I encountered people like Gary Loyd, Melissa Davidson, and Mike Olympio. This workshop laid the foundation for my ongoing education and professional development.

Over the next twenty years, SEA spring and fall meetings followed in places like Cleveland; Montreal; Harrisburg; Washington, DC; Nashville, and Santa Fe; with some of the best meetings being held in smaller cities, which I would never have thought to visit. “Dine Arounds” hosted by local SEA members gave me an insider’s perspective and a better appreciation of this vast and varied country. Friendships and collaborations followed. These relationships blossomed into mentorships and provided opportunities both to support and to be supported by others in the Society.

SEA has been central to the development of my professional career as an anesthesiology educator. I am grateful that I took Kevin’s advice to attend that first meeting.

Hi,

This is our first Book Reviews podcast for the SEA Good Bedtime reads. My name is Viji Kurup and I am an 

Viji Kurup MD Professor Vice Chair for Medical Education Yale University

anesthesiologist at Yale University. The book I am reviewing for this edition of our newsletter is Tribal Leadership by Dave Logan, John King and Halee Fishcher-Wright.

When COVID hit our hospital, things changed drastically. We were working in unfamiliar territories. There was a lot of uncertainty and things were evolving quickly. The morale of my colleagues as well as my residents was dropping, and during one of my late night calls, I got talking with my call team and one of my residents mentioned a book named Tribal Leadership and how it described groups and cultures. This conversation sparked my interest and I read the book over the next few weeks. I also recommend the TED Talk by Dave Logan to get a sneak peak at his philosophy.

The author Dave Logan specializes in strategy and cultural performance and is a faculty member at USC’s Marshall school of business. He describes tribes within organizations that have distinctive identifiers. The book is meant to help leaders identify tribes of people within their organization and gives tools to upgrade their tribes’ culture stage by stage. The authors comment that this book is a result of research over 10 years across 24,000 people. 

The premise of the book is that it is possible to create high performing organizations if we pay attention to the culture of the people. In most organizations, cultures can be divided into 5 stages:

Stage 1 where the motto is ‘Life sucks’, where members feel that everything is futile and worthless. People are hostile and think that they need to band together to get ahead in a violent and unfair world. We may not see a lot of this except in individuals and even then, hopefully very rarely.

Stage 2 motto is ‘My life sucks’ where members feel that although things around them are good, they may not be having a share of it. We can see examples of these when we listen to people complain in our workrooms of how bad their lives are. People are passively antagonistic. They have seen it all before and watched it fail. They are sarcastic and resigned. 

Stage 3 motto is ‘I am great’ and by implication ‘You are not’ and is most commonly seen in academics where people individually achieve heights that the rest of the group may not reach. Here people are driven by their own ego to publish, get more titles and power within the organization. Here, winning is personal and they seem to be constantly disappointed that others don’t have their ambition or skill.

Stage 4 motto is ‘We are great’ where leaders inspire their groups to achieve unique outcomes and results. In this stage people naturally use ‘We’ when describing results rather than ‘I’. Team accomplishments are celebrated.  Everyone seems happy, inspired and genuine. Here the team comes together despite differences to work towards a common goal. 

Stage 5 is called ‘Life is great’ where the members work together towards aspirational goals and collaborate and communicate seamlessly. The group talks about infinite potential and how the group is going to make history because doing so will make a global impact. The group is constantly pushing the limits and is not in competition with anyone. 

The authors stress the importance of tribal culture and triadic relationships as opposed to dyadic ones, which seem to be important to form effective and stable relationships. The authors illustrate these stages and their relation to each other with very effective use of stories and examples from real life. For anyone who is looking to create effective teams and is currently in leadership or aspiring to be a leader, this book is a very good and easy read. 

After reading the book I could look around me and classify behaviors of people and see which stage they are currently in and what might be driving them, and what might inspire them to go to the next level. This book can add to your understanding of teams and provide some ideas on how to motivate your team and how collectively we can all achieve great things. I hope you enjoy this book.

Welcome to the Society for Education in Anesthesia (SEA) website! 2020. Certainly an interesting time to take on the role of president of the Society for Education in Anesthesia

Stephanie B. Jones, MD SEA President

2020. Certainly an interesting time to take on the role of president of the Society for Education in Anesthesia (SEA). The COVID-19 pandemic forced us to cancel Spring Meeting 2020 and prompted an adept pivot to a virtual format for Fall Meeting 2020. These adaptations reminded us of what we already knew: that SEA must continuously reinvent itself to best serve anesthesia teachers and learners.

Reinvention emerged as a focus of our 2018 strategic planning session, led by Dr. Karen Souter, immediate past president. The plan developed that evening in San Francisco centered on improving our meetings with inspirational speakers and innovative presentation formats, collaborating with other groups, and supporting our committee structure and emerging leaders. To enact this ambitious plan, we would use the considerable expertise and talent that exists within our ranks to provide value for members. Much was accomplished over the following two years, and when the pandemic forced rethinking of our traditional in-person educational meetings and committee work structure, it simply accelerated the process. 

The December 2020 strategic planning session, held virtually, manifested this acceleration. This meeting was notable for engaged discussion and energetic deliberation. The meeting started with a quick roundtable SWOT analysis (strengths, weaknesses, opportunities, threats). Interestingly, the close-knit nature of the SEA community was identified as both a strength and weakness. Those outside or new to the organization might perceive the welcoming familiarity at annual meetings to be insular. The necessary shift to a sustained virtual platform has created opportunity for improving inclusivity. The virtual Fall Meeting 2020 and preceding online workshops were a strong initial success, creating a platform of experience on which to build further. We recognize that we cannot entirely return to our previous baseline. 

The stage was thus set for the three breakout groups. The main topic of discussion for each group was derived from a request emailed to directors and committee chairs the week prior, asking them to propose one goal relevant to their committee's mission and another relevant to SEA's overall mission. Dr. Souter led the meetings group; Dr. Bryan Mahoney website and technology; and Dr. John Mitchell faculty development.  Each group drafted an action plan while keeping SEA’s values—Collaboration, Innovation, Scholarship and an Inclusive Community—in mind.

The meetings discussion emphasized harnessing the online momentum by expanding our social media presence, exploring the logistic possibilities for hybrid meetings, and developing online offerings independent of our traditional semi-annual meeting calendar. The website/technology goals formed along similar lines – how to create and present website content that is available and useful to members and non-members. Finally, the faculty development discussion focused on how to train mentors and how to mentor in research, education, and professional societies. 

One clear message emerged with an implication about openness and access: In order to most effectively and efficiently affect anesthesia education, our knowledge needs to be freely available. We can no longer rely on our traditional meetings and workshops as our primary source of income or cloister our content behind password protected firewalls. Our commerce, our coin of the anesthesia realm, is to develop our educators.  To do so, we must create open content, foster innovation, and mentor the next generation of anesthesia education leaders. This is SEA’s role and what will set us apart from other anesthesiology organizations, allowing us to thrive in the new, post-pandemic, education world. 

This year, the Society for Education in Anesthesia is commemorating its 35^th anniversary. It was unfortunate we could not all be together in Washington, D.C. to celebrate. Nevertheless, we were so happy to see everyone who attended SEA’s Fall Meeting 2020 in its first ever virtual format. The meeting’s theme was “Educational Scholarship,” as we described how anesthesiology educators can create publications or other scholarly output from their curricular and educational efforts. We had an informative program full of amazing speakers this year, and we would like to share a summary of highlights from the meeting. 

The first section of the meeting focused on “Why and Where to Publish Your Educational Work.” Dr. Grace Huang kicked-off the meeting by delivering the McLeskey Lecture, in which she encouraged us to make a habit of incorporating writing into our professional lives. She emphasized that scholarship is within everybody’s reach and that there are opportunities to publish in education beyond original research projects. Next, we had a panel session on non-traditional publishing venues, during which Dr. Jed Wolpaw described how podcast development can be incorporated into your curriculum vitae and assist with promotion. He also encouraged others, especially those in subspecialty practice, to develop their own podcasts. Dr. Fei Chen presented us with innovative methods for the peer review process and how such innovations address some of the challenges in traditional review and metascience. She left us with the hope that we will see the application of these innovations in anesthesiology journals in the near future. The final speaker on the panel, Dr. Steven Shafer, provided an editor’s overview of the ASA Monitor and introduced GitHub for non-traditional publication strategies. Dr. Shafer encouraged interested people to contact the editors of ASA Monitor with innovative ideas and expressed interest in a potential medical education column. 

The speakers of the second section, Dr. Amy Miller Juve, Dr. Lara Zisblatt, and Dr. Amy DiLorenzo, described the numerous roles non-physician educational specialists can play in an anesthesiology department. Dr. David Zvara wrapped up the section, and first day of the meeting, with a chair’s perspective on how you can convince your chair to hire a non-physician educator.  

We started the second day of the meeting discussing how to publish your educational work. Dr. Lara Varpio gave us several great pieces of advice on creating an educational research paper, including how to frame your paper in the context of existing literature and how to make good use of your cover letter. Next, we received some fantastic insights and perspectives from two journal editors, Dr. Ed Nemergut (A&A) and Dr. Jeff Berger (JEPM), regarding practical tips and common pitfalls in educational writing. They each discussed several attributes of high-quality educational manuscripts and emphasized how effective design and writing can facilitate publication. 

To wrap up the meeting, we heard a very special presentation from Dr. Melissa Davidson and Dr. Stephen Kimatian, the SEA Duke Award Recipients for 2020. They both have been instrumental in the success of the SEA Workshop on Teaching and are extremely deserving of this prestigious award. 
 
Overall, the first virtual meeting of the SEA was a success. The feedback from attendees regarding the content, speakers, and format of the meeting was highly positive. More than 100 SEA members participated in each day of the meeting, many of whom found the virtual format very accessible. Additionally, the mixture of pre-recorded videos, live presentations, and live Q&A made for a well-rounded variety of formats. Although we would have preferred to be together at an in-person meeting we were still able to have a well-attended meeting, where SEA members received valuable education and professional development.

Lisa Caplan, MD

Kathleen Chen, MD, MS

David Young, MD, MEd, MBA

 

 

Ed Kosik, DO, FASA
Associate Professor, University of Oklahoma HSC 
John H. Saxon III, M.D. Professorship of Anesthesiology
Medical Director of Anesthesiology Simulation

The uncertain times of the COVID-19 pandemic brought out our best as we stayed focused on the safety of our learners and our educational mission. Even though our Simulation Center was officially closed, extensive education efforts took place.

Zoom lectures were offered on a multitude of anesthesia related topics. Simulation, both screen-based and high fidelity, was used extensively to educate our medical students. A simulation session that seemed straightforward before the pandemic took substantially more effort because we had to sanitize all the equipment and operate the simulators without the aid of technicians. Finding masks, gloves and sanitizing equipment was challenging. The debriefing skills that I obtained over the years helped to address and humanize medical students’ and residents’ concerns about COVID-19 and the effects on their education.
 
The fortitude of my colleagues both clinically and educationally was paramount.  We figured out how to make education work despite a potentially dangerous clinical situation.  An instructional video for donning and doffing personal protective equipment was literally made overnight; lectures were provided; mock oral board exams were successfully held; anesthesiology mock OSCEs were modified and successful; and ACLS classes were held in smaller groups. All of these efforts were made as we practiced social distancing and adhered to institutional safety guidelines.

I am more thankful than ever for my anesthesia colleagues and the people I am surrounded by. It is through their bravery and collaboration that we keep striving to move forward to make the best out of a challenging situation and never losing focus of the things that matter.