Anesthesia for Congenital Heart Disease, Second Edition by Dean B. Andropoulos, Stephen A. Stayer, Isobel A. Russell, PDF

By Dean B. Andropoulos, Stephen A. Stayer, Isobel A. Russell, Emad B. Mossad

This well timed revision displays the speedy advances in surgical procedure and anesthesia for congenital center ailment that experience occurred in recent years, together with neonatal cardiac surgical procedure and anesthesia, remedy of unmarried ventricle sufferers, new diagnostic modalities, and advancements within the catheterization laboratory. New chapters tackle mechanical help of the circulate, embryology, and quality/outcomes administration.

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Additional resources for Anesthesia for Congenital Heart Disease, Second Edition

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Bradley P, Postlethwaite K (2003) Setting up a clinical skills learning facility. Med Educ 37 (Suppl 1): 6–13. 31. Bacha EA (2007) Patient safety and human factors in pediatric cardiac surgery. Pediatr Cardiol 28:116–121. 32. Batalden PB, Nelson EC, Edwards WH, et al. (2003) Microsystems in health care: part 9. Developing small clinical units to attain peak performance. Jt Comm J Qual Saf 29:575– 585. 33. Houston TK, Ferenchick GS, Clark JM, et al. (2004) Faculty development needs. J Gen Intern Med 19:375–379.

Anand KJ, Sippell WG, Aynsley-Green A (1987) Randomised trial of fentanyl anaesthesia in preterm babies undergoing surgery. Effects on the stress response. Lancet 1:62–66. 26. Hickey PR, Hansen DD (1984) Fentanyl- and sufentaniloxygen-pancuronium anesthesia for cardiac surgery in infants. Anesth Analg 63:117–124. 27. Hickey PR, Hansen DD, Cramolini GM, et al. (1985) Pulmonary and systemic hemodynamic responses to ketamine in infants with normal and elevated pulmonary vascular resistance. Anesthesiology 62:287–293.

There may be a role for incorporating the Cambridge Model for assessing practice performance into evaluating trainees in congen- ital cardiothoracic anesthesia [46]. This is a modification of the Miller’s pyramid that evaluates a trainee on the basis of the following paradigm: knows, knows how, shows how, does [47]. While the evaluative process generally focuses on the competency of the trainees, it is important to point out that evaluation of the curriculum, of the faculty and teaching staff, and of the sponsoring institution and its resources is important as well.

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