Michael Trawicki

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Journals/Publications

• Galgon, R. E., Simon, E. J., & Trawicki, M. C. (2019). Anesthesiology Resident Preparedness for Practice Perceptions - A National Survey. American journal of anesthesia & clinical research.
• Trawicki, M., Zuegge, K., Volz, L., & Abd-Elsayed, A. (2018). An intervention to improve medical student perception of observation and feedback during an anesthesiology clerkship. Ochsner Journal, 18(2). doi:10.31486/toj.17.0103
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  Background: Between 2011 and 2013, medical students at a large, tertiary academic hospital reported a lower-than-expected perception of direct observation and feedback during their third-and fourth-year clinical clerkships. The anesthesiology clerkship is a team-based care model that involves an anesthesiologist, resident or anesthetist, and student. This model allows for direct supervision of all patient interactions and procedures. Despite this structure, medical students reported an acceptable but lower-than-anticipated perception of direct observation and feedback taking place during a 2-week anesthesiology clerkship. Methods: Interventions were proposed to improve student awareness of the supervision, teaching, and feedback taking place. A skills checklist for intravenous (IV) line placement that an anesthesia provider completed while observing the student was chosen as a meaningful intervention to improve the students’ perception of observation and feedback. This checklist required direct observation of the IV line placement clinical skill, and the evaluator was directed to give oral feedback to the student. Students were surveyed regarding their perceptions of direct observation and feedback during a 4-year period, 2 years prior to and 2 years after implementation of the IV checklist. Results: No statistically significant difference was noted between the preintervention and postintervention groups. Conclusion: While formal observation of and feedback on an IV placement did not change student perception, the intervention showed that a more in-depth analysis of the “educational alliance” desired during an anesthesiology clerkship is warranted, especially as medical education continues to evolve.
• Martinelli, S., Chen, F., DiLorenzo, A., Mayer, D., Fairbanks, S., Moran, K., Ku, C., Mitchell, J., Bowe, E., Royal, K., Hendrickse, A., VanDyke, K., Trawicki, M., Rankin, D., Guldan, G., Hand, W., Gallagher, C., Jacob, Z., Zvara, D., , McEvoy, M., et al. (2017). Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents. Journal of graduate medical education, 9(4). doi:10.4300/JGME-D-17-00128.1
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  BACKGROUND : In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. OBJECTIVE : We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. METHODS : We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. RESULTS : Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P = .014; d = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P < .001). CONCLUSIONS : The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.
• Trawicki, M., & Volz, L. (2017). Epidural for high-dose radiation brachytherapy in a noncompliant, super-obese patient with severe pulmonary hypertension. Saudi Journal of Anaesthesia, 11(3). doi:10.4103/sja.SJA_51_17
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  High-dose radiation brachytherapy is a treatment for inoperable cervical and endometrial carcinoma. A general anesthetic is often utilized for patient comfort, facilitating patient transport to imaging resources, and allowing rapid discharge home after the procedure. Patient comorbidities, however, must be considered for every anesthetic performed. We describe a successful surgical epidural anesthetic for a patient with challenging comorbidities, including cardiac, pulmonary, and hematologic body systems.
• Muldowney, B. L., Trawicki, M. C., & Volz, L. M. (2016). No laughing matter: nitrous oxide triggers serotonin syndrome in an anxious adolescent. Journal of Clinical Anesthesia. doi:10.1016/j.jclinane.2015.11.003