Date of Award

11-26-2024

Degree Type

Thesis

Degree Name

Master of Health Professions Education

First Advisor

Dr. Syeda Kausar Ali

Second Advisor

Dr. Shamila Sohail

Third Advisor

Dr. M. Shahid Shamim

Department

Educational Development

Abstract

Background: This explorative-descriptive qualitative study was designed to explore the problem of a notable decrease in learner engagement in didactic sessions scheduled for Anaesthesiology postgraduate training programs through a central question revolving around faculty experiences.
Purpose: Four College of Physicians and Surgeons, Pakistan (CPSP)-accredited institutes of Karachi were selected. The chosen participants were faculty members of both genders involved in teaching didactic sessions for postgraduate trainees in Anaesthesiology. Based on the collected qualitative data, the purpose is to improve the didactic aspect of the anesthesiology residency programs.
Methodology: Semi-structured in-depth interviews of 15-30 minutes were carried out for data collection through purposive sampling. Seven faculty members from four different hospitals participated. Major and sub-themes were derived through an inductive data analysis process, and findings were reported in tabular form, hierarchical tree diagrams, and personal quotes. The author has explicitly explained research methods and rigor. For the sake of clarity, results and discussion have been arranged around broader themes –the versatility of anesthesia, faculty perspective, hurdles, and teaching strategies.
Results: The result is consistent with the literature that anesthesia is versatile, and training varies among institutes. Participants perceived engagement as a two-way process and considered participation to be a very important component. Senior faculty members developed a personalized teaching style and teaching philosophy. Time management, clinical commitments, and distractions were prominent hurdles faced by faculty members in conducting didactic sessions and keeping residents engaged. Various teaching strategies were employed, of which PowerPoint presentations and case-based discussions were identified as the commonest strategies.
Conclusion: Engagement is difficult to define; however, faculty members understand that it’s important to address it. Anaesthesiology has a vast curriculum, and traditional one-hour didactic sessions are conducted at all institutes. Faculty members face many challenges in engaging residents during the session, of which time management, clinical commitments and distractions are the most prominent hurdles.

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