As a member of the anesthesia care team, you know cognitive aids, sometimes referred to as “checklists,” are designed to bridge knowledge gaps and enhance your cognition in anesthesia crises.
“Using Cognitive Aids in Anesthesiology” will equip every member of the care team with a deep understanding of the benefits of using cognitive aids in clinical anesthesia. Participants will discover how to reduce the omission of critical steps, understand strategies to deal with rare and unexpected events, and recognize steps for complex problems.
Dive into engaging content at your convenience:
Expand your learning with interactive lectures and case studies
Access the course anywhere, and at any time with this online module
Learn when it aligns with your schedule with this self-paced course
Group discounts available! If you represent a large group practice or organization and wish to learn about volume discount pricing, please contact Nate Wicks at (847) 268-9214 or firstname.lastname@example.org.
This activity is designated for a maximum of 3 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
This activity contributes to the patient safety CME requirement for Part II: Lifelong Learning and Self-Assessment of the American Board of Anesthesiology’s (ABA) redesigned Maintenance of Certification in Anesthesiology Program® (MOCA®), known as MOCA 2.0™. Please consult the ABA website, www.theABA.org, for a list of all MOCA 2.0 requirements.
Upon completion of this course you will be able to:
Explain why cognitive aid use in clinical practice is beneficial.
Describe best practices in using cognitive aids during a crisis event.
Apply an effective model to implement cognitive aids into clinical practice.
This activity is intended for all members of the anesthesia care team.
Alexander Hannenberg, M.D.
Ankeet D. Udani, M.D.
Alexander Hannenberg, M.D. and Ankeet D. Udani, M.D. have reported no relevant financial relationships with commercial interests.
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