Impact of Pre-Admission Grade Point Averages on Anesthesiologist Assistant Student Performance at Emory University School of Medicine.

Purpose: The Anesthesiologist Assistant career is gaining significant popularity in the health professions in the United States. Given that this medical occupation is relatively young, there is limited information regarding student success in this demanding graduate-level program. Assessing if pre-admission metrics influence how students perform during the curriculum is essential to recruiting the appropriate candidates. Grade point averages have been shown to correlate with student success in medical education programs for both medical students and physician assistant students, but there is currently no information regarding anesthesiologist assistant students. Methods: Pre-matriculation science and cumulative grade point averages were accessed in a deidentified manner for Emory University Anesthesiologist Assistant Students, and 2-tailed Pearson coefficients were calculated to see if there was a correlation with performance during the science/didactic curriculum of our program and with the clinical curriculum of the program. Results: The 2-tailed Pearson coefficients showed a moderately strong positive correlation between pre-admission science and cumulative grade point averages and performance during the science curriculum of the Emory program (r=0.522). Data also suggested a moderate correlation with grade point averages at graduation from our program (r=0.484). Similar results were found with cumulative grade point averages as well. Conclusion: Given the limited information, we have regarding pre-admission metrics and performance in an Anesthesiologist Assistant program, our study shows that pre-admission science scores and grades in general in undergraduate studies does in fact mimic the information found from studies of other health profession students. Further studies are needed to elucidate how to choose the most appropriate candidates for admission to anesthesiologist assistant programs.

On the Predictive Power of the In-Training Examination for the Certification of Anesthesiologist Assistants.

OBJECTIVES: In-training examinations (ITEs) are a popular teaching tool for certification programs. This study examines the relationship between examinees' performance on the National Commission for Certification of Anesthesiologist Assistants (NCCAA) ITE and the high-stakes NCCAA Certification Examination. METHODS: We utilized a mixed-methods approach in our study. Before estimating the models for the predictive validity study, a series of interviews with program directors were conducted to discuss the role of the ITE in students' education. Multiple linear regression analysis was then used to assess the strength of the relationship between the ITE and Certification Examination scores, while considering the percentage of program examinees completed in their anesthesiologist assistant program between their ITE and Certification Examination attempts. Logistic regression analysis was used to estimate the probability of passing the Certification Examination as a function of ITE score. RESULTS: Interviews with program directors confirmed that the ITE provided a valuable testing experience for students and highlighted the areas where students need to focus. Moreover, both the ITE score and the percentage of the program between exams were deemed statistically significant predictors for Certification Examination scores. The logistic regression model indicated that higher scores on the ITE implied a higher probability of passing the Certification Examination. CONCLUSION: This research demonstrated the high predictive validity of the ITE examination scores in predicting the Certification Examination outcomes. Together with the proportion of the program covered between exams, the variables explain a significant amount of variability in Certification Examination scores. The ITE feedback helped students assess their preparedness and better focus their studies for the high-stakes certification examination for the profession.

Burnout in Certified Anesthesiologist Assistants.

Certified anesthesiologist assistants (CAAs) are Advanced Practice Providers (APPs) within the anesthesia care team. This research evaluated their burnout. CAAs were surveyed nationally about their professional/work characteristics, perceived fairness of salary/benefits compared to certified registered nurse anesthetists/CAAs, the Maslach Burnout Inventory-Human Services Survey (MBI-HSS), the Conditions for Work Effectiveness Questionnaire II, and questions regarding wellness resources at their place of employment. The survey was completed by 457 respondents (19.7%). Of them, 110 (24.1%) scored high on the Emotional Exhaustion subscale of the MBI-HSS. Factors associated with greater emotional exhaustion included younger age, full-time status, perception that salary/benefits were unfair/inadequate compared to other CAAs, more information about the state of their employer and related values/goals of administration, but fewer resources (i.e., time), lower job-related empowerment, and lower formal power. Forty-seven (10.3%) scored high on the Depersonalization subscale. Factors associated with greater depersonalization include younger age, full-time status, more information about state of employer and related values/goals, but less global empowerment, which predicted greater depersonalization. CAAs may report lower levels of burnout compared to other professionals in the anesthesia team but are, nonetheless, susceptible to effects of burnout. Both leaders of organizations and the APPs themselves hold responsibility in protecting against burnout.

Moving anesthesiology educational resources to the point of care: experience with a pediatric anesthesia mobile app.

BACKGROUND: Educators in all disciplines recognize the need to update tools for the modern learner. Mobile applications (apps) may be useful, but real-time data is needed to demonstrate the patterns of utilization and engagement amongst learners. METHODS: We examined the use of an anesthesia app by two groups of learners (residents and anesthesiologist assistant students [AAs]) during a pediatric anesthesiology rotation. The app calculates age and weight-based information for clinical decision support and contains didactic materials for self-directed learning. The app transmitted detailed usage information to our research team. RESULTS: Over a 12-month period, 39 participants consented; 30 completed primary study procedures (18 residents, 12 AAs). AAs used the app more frequently than residents (P = 0.025) but spent less time in the app (P < 0.001). The median duration of app usage was 2.3 minutes. During the course of the rotation, usage of the app decreased over time. 'Succinylcholine' was the most accessed drug, while 'orientation' was the most accessed teaching module. Ten (33%) believed that the use of apps was perceived to be distracting by operating room staff and surgeons. CONCLUSIONS: Real-time in-app analytics helped elucidate the actual usage of this educational resource and will guide future decisions regarding development and educational content. Further research is required to determine learners' preferred choice of device, user experience, and content in the full range of clinical and nonclinical purposes.

The relationship between assessment methods and self-directed learning readiness in medical education.

OBJECTIVE: This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students' knowledge and skills and the extent to which several variables predicted participants' self-directed learning readiness prior to their graduation. METHODS: Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records. RESULTS: The assortment of metrics considered in this study only vaguely captured students' self-directedness. The strongest predictors were faculty evaluations of students' performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants' effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants' readiness for self-directed learning. CONCLUSIONS: Given individual differences among participants for the variables considered, no combination of students' grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students' self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students' self-directed learning readiness based on the evaluation metrics included.