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November 1996
Volume 60 |
Number 11
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FAER REPORT
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| Foundation for
Anesthesia Education and Research |
Improving and fostering the educational process for anesthesiologists
is a key part of the Foundation for Anesthesia Education and Research
(FAER) mission. FAER has experienced strong support for its education
and research programs since it was approved in 1986 by the ASA
House of Delegates, but interest in the Educational Research Grant
program, which began in 1991, is not as great as in the three
other research programs. Although all four programs have educational
aspects, including the actual process of proposal writing and
receipt of critiques, the Educational Research Grant program specifically
attempts to improve the educational process for anesthesiologists.
Educational Research Grants are awarded competitively twice each
year, with deadlines of July 31 and December 2. These one-year
grants of $15,000 may be renewed for up to three years. Individuals
must commit 20 percent of their time to the projects.
The quality of these proposals has not always been sufficiently
high to award Educational Research Grants during each competition.
Often only one or two have been rated worthy of funding.
This problem is not unique to the FAER grant program. In 1990,
Ronald J. Faust, M.D., wrote in Anesthesia Education:
"Why is research in education so difficult? Why are so
many of the abstracts presented based on surveys or 'this is
how we do it' descriptions as opposed to the more scientific
papers presented in other subspecialty areas? Several difficulties
are inherent in research in education. There are no laboratory
models for research in anesthesia education. Although research
has been done on the way some animals learn, it is impossible
to develop animal models for teaching or learning complex subjects.
Secondly, controlling educational studies in humans is very
difficult. If an educational technique seems valid, most would
say it would be unfair to limit half of a class from access
to it. If control is achieved, usually a scenario is created
which is so difficult that it cannot be applied elsewhere. Thirdly,
it is difficult to separate what is learned through one technique
from what is learned in other ways, weakening the scientific
validity of any educational study. Lastly, measuring the outcome
of education is harder than measuring the outcome of patient
care. Defining competency and the quality of a physician's practice
is extremely difficult. Except for cognitive skills, assessing
how a physician's judgment and expertise measure up to any standard
is very difficult."
John R. Moyers, M.D., Chair of the FAER Education Review Committee,
has several observations and suggestions. He commented:
"Compared to animal research, it may not be as difficult
to get involved in educational research as one might think.
The experimental subjects are already present, every day, in
an educational setting. Perhaps one just has to apply some structure
and scientific method to what is happening already. ... Prospective
applicants [might want to seek] mentorship from educational
resources within their medical center or within their college
of education, if available. There are often people with doctorates
in education who can help with educational testing and surveillance
methods that may be applied in anesthesia education."
Although it is difficult to accomplish, fine proposals and studies
have been completed through the FAER Educational Research Grant
Program. Consider this article a challenge to you to produce a
high-quality proposal in your institution!
For further information and application materials, please contact
Alan D. Sessler, M.D., Executive Director, FAER, Charlton 2S-301,
Mayo Clinic, 200 First St., S.W., Rochester, MN 55905.
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