Anesthesiologists’ conceptions of learning anesthesia in the context of their specialty training program: A phenomenographic study.

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Abstract Background There are challenges and complexities involved in training anesthesiologists, particularly in defining and teaching excellence in anesthesia. While formal curricula cover knowledge, practical skills, and professional competencies, the acquisition of less easily defined skills, such as tacit knowledge, is often overlooked. The focus on measurable competencies has resulted in a lack of attention to the true curriculum of anesthesia education. Competency-based training has been proposed as a way to bridge this gap but may oversimplify the complex aspects of professional anesthesia practice. This study uses a phenomenographic research approach to investigate how anesthesiology trainees and specialists, from a student perspective, perceive an excellent anesthesiologist and the learning process. The aim is to develop a well-articulated descriptive framework of the essence and important educational aspects of a specialty training program in anesthesia. Methods 15 semi-structured interviews about their understanding of learning anesthesia were conducted with trainees and specialists at a university hospital in Sweden. Data were analyzed using a phenomenographic approach. Results This study identified three different conceptions of learning anesthesia within the context of a specialty training program: "Learning Competencies of Anesthesia," "Learning Work as an Anesthesiologist" and "Learning Being an Anesthesiology Professional." These conceptions ranged from a relatively instrumental view of education and self-responsibility for learning to a perspective of continuous personal reflection and development integrated with professional interaction. The three conceptions can be described in six dimensions describing the variation in approach to learning and the conceptualization of an anesthesiologist. Relationships between the conceptions and the dimensions were represented in a descriptive framework, showing the hierarchy of increasing understanding. Conclusion This study has identified various perspectives of students on what it means to be an anesthesiologist and the learning process involved in becoming one. This provides a comprehensive and nuanced understanding of learning in this field. These insights are invaluable for various stakeholders, including organizers of specialty training programs, educational supervisors, and specialty trainees. They have the potential to aid in the development of future training programs, help teachers support students, and provide accurate information on what and how to learn for specialty trainees in anesthesiology.

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