Previous Next


*Adapted from ACGME Outcome Project, www.acgme.org/outcome.

3115


REFERENCES

1. Schwartz AJ, Ellison N, Ominsky AJ, et al: Advanced CPR: Student, teacher, administrator, researcher. Anesth Analg 61:629, 1982.

2. U.S. Department of Labor: Dictionary of Occupational Titles, 3rd ed. Washington, DC, US Government Printing Office, 1977.

3. US Department of Labor: Dictionary of Occupational Titles, 4th ed, Supplement. Washington, DC, US Government Printing Office, 1986.

4. Knowles M: The Adult Learner: A Neglected Species. Houston, Gulf Publishing, 1978.

5. Booklet of Information. American Board of Anesthesiology, Raleigh, NC, January 2002.

6. 2000 Annual Report and Reference Handbook. Evanston, IL, American Board of Medical Specialties, 2000.

7. Accreditation Council for Graduate Medical Education: Graduate Medical Education Directory 2002–2003. Chicago, American Medical Association, 2002.

8. Rockoff MA, Hall SC: Subspecialty training in pediatric anesthesiology: What does it mean? Anesth Analg 85:1185, 1997.

9. Donini-Lenhoff F (ed): Health Professions Career and Education Directory 2002–2003, 30th ed. Chicago, American Medical Association, 2002.

10. Appendix II, Graduate Medical Education. JAMA 290:1234, 2003.

11. Martini CJM: Evaluating the competence of health professionals. JAMA 260:1057, 1988.

12. Langsley DG: Medical competence and performance assessment: A new era. JAMA 266:977, 1991.

13. Singer I (ed): Physician Competence: Whose Responsibility? Conference Proceedings. Chicago, American Medical Association, 1989.

14. Epstein RM: The American Board of Anesthesiology: Thoughts on the occasion of its fiftieth anniversary. J Clin Anesth 2:3, 1990.

15. American Board of Anesthesiology: Continued demonstration of qualifications for board-certified anesthesiologists. Anesthesiology 73:770, 1990.

16. Glass DD: Time-limited certification: American Board of Anesthesiology. Anesthesiology 83:413, 1995.

17. Clark AJM: Continuing medical education is as important as patient care [editorial]. Can J Anaesth 39:637, 1992.

18. CMA Policy Summary: Maintenance of competence. Can Med Assoc J 46:264A, 1992.

19. Silber JH, Williams SV, Krakauer H, et al: Hospital and patient characteristics associated with death after surgery. Med Care 30:615, 1992.

20. Dubin SA, Jense HG, Yodlowski E, et al: Continuous quality improvement in an anesthesia residency training program. Int Anesthesiol Clin 30:29, 1992.

21. Schisler JQ: Implementing continuous, quality improvement: A private practice's experience. Int Anesthesiol Clin 30:45, 1992.

22. ACGME Outcome Project, www.acgme.org/outcome (accessed December 24, 2002).

23. ACGME Outcome Project General Competencies, www.acgme.org/outcome/comp/compFull.asp (accessed December 24, 2002).

24. Schwartz AJ: Innovation in medical education: The Accreditation Council for Graduate Medical Outcome Project. Curr Opin Anaesthesiol 15:659, 2002.

25. Barzansky B, Etzel SI: Educational programs in U.S. medical schools, 2002–2003. JAMA 290:1190, 2003.

26. Brotherton SE, Rockey PH, Etzel SI: U.S. graduate medical education—2002–2003. JAMA 290:1197, 2003.

27. Ratzan RM: On teachers. N Engl J Med 306:1420, 1982.

28. Jason H, Westberg J: Teachers and Teaching in U.S. Medical Schools. East Norwalk, CT, Appleton & Lange, 1982.

29. Mattern WD, Weinholtz D, Friedman CP: The attending physician as teacher. N Engl J Med 308:1129, 1983.

30. Tyler RW: Basic Principles of Curriculum and Instruction. Chicago, University of Chicago Press, 1949.

31. Dewey J: Democracy and Education. New York, Macmillan, 1916.

32. ABA-ASA: Content Outline. Joint Council on In-Training Examinations. Park Ridge, IL, American Board of Anesthesiology-American Society of Anesthesiologists, 1996.

33. Bloom BS (ed): Taxonomy of Educational Objectives. Handbook I: Cognitive Domain. New York, David McKay, 1956.

34. Woolf SH: Practice guidelines: A new reality in medicine. I. Recent developments. Arch Intern Med 150:1811, 1990.

35. Woolf SH: Practice guidelines: A new reality in medicine. II. Methods of developing guidelines. Arch Intern Med 152:946, 1992.

36. Arens JF: A practice parameters overview [editorial]. Anesthesiology 78:229, 1993.

37. American Society of Anesthesiologists Task Force on Pulmonary Artery Catheterization: Practice guidelines for pulmonary artery catheterization. Anesthesiology 78:380, 1993.

38. American Society of Anesthesiologists Task Force on Management of the Difficult Airway: Practice guidelines for management of the difficult airway. Anesthesiology 78:597, 1993.

39. American Society of Anesthesiologists Task Force on Pain Management: Practice guidelines for acute pain management in the perioperative setting. Anesthesiology 82:1071, 1995.

40. American Society of Anesthesiologists Task Force on Blood Component Therapy: Practice guidelines for blood component therapy. Anesthesiology 84:732, 1996.

41. Krathwohl DR, Bloom BS, Masia BB: Taxonomy of Educational Objectives. Handbook. II: Affective Domain. New York, David McKay, 1964.

42. Schwartz AJ, Blank LL, Horrow JC, et al: Are anesthesiology residents educated to be professionals? Anesthesiology 87:A950, 1997.

43. Good ML, Gravenstein JS: Training for safety in an anesthesia simulator. Semin Anesth 12:235, 1993.

44. Euliano T, Good ML: Simulator training in anesthesia growing rapidly. J Clin Monit 13:53, 1997.

45. Foley RP, Smilansky J: Teaching Techniques. A Handbook for Health Professionals. New York, McGraw-Hill, 1980.

46. Campbell DT, Stanley JC: Experimental and Quasi-Experimental Designs for Research. Boston, Houghton Mifflin, 1963.

Previous Next