Bio

Clinical Focus


  • Anesthesia

Academic Appointments


Honors & Awards


  • Outstanding contribution and commitment, Indonesia Society of Obstetric Anesthesia and Indonesian Society of Regional Anesthesia (2010)
  • The H. B. Fairley, MBBS, Teaching excellence award, Department of Anesthesia, Stanford University School of Medicine (2009)
  • Stanford Anesthesia Teaching Scholar, Anesthesia Department, Stanford University School of Medicine (2009)
  • Honorarium Member, Paranaense Society of Anesthesiology (2008)

Professional Education


  • Residency:Universidade Federal Do Parana (1994) Brazil
  • Residency:Faculdade Evangelica De Parana (1992) Brazil
  • Medical Education:Faculdade Evangelica De Parana (1988) Brazil
  • PhD, Federal University of Parana, Anesthesia (1999)
  • Master, Federal University of Parana, Anesthesia (1996)
  • MD, Evangelica School of Medicine, Medicine (1988)

Research & Scholarship

Clinical Trials


  • Desflurane or Propofol Anesthesia in Elderly Obese Patients Undergoing Total Knee Replacement Recruiting

    You are invited to participate in a research study assessing your mental status in the first days after your surgery and how you will be doing in the 2 years following the surgery. The investigators hope to learn more about the incidence of postoperative confusion and a possible relation with 2 anesthesia techniques that are routinely used. The first one is an anesthesia technique that uses the inhaled anesthetic gas desflurane and the second one is an anesthesia technique that uses the anesthetic propofol administered by infusion in a vein. The investigators are also looking to see if there is a relationship between anesthesia technique and cardiovascular outcomes. You were selected as a possible participant in this study because at your age this phenomenon appears to have a greater incidence.

    View full details

Teaching

2013-14 Courses


Publications

Journal Articles


  • The stanford anesthesia faculty teaching scholars program: summary of faculty development, projects, and outcomes. Journal of graduate medical education Macario, A., Tanaka, P. P., Landy, J. S., Clark, S. M., Pearl, R. G. 2013; 5 (2): 294-298

    Abstract

    The Stanford Anesthesia Teaching Scholars Program was launched in 2007 to further pedagogic training of faculty and improve residency education.The goals of this article are to describe the program intervention and improvements made based on participant feedback, summarize the characteristics of the faculty enrolled and projects undertaken, and report on program outcomes tracked to date.THE TEACHING SCHOLARS PROGRAM HOUSED WITHIN THE DEPARTMENT OF ANESTHESIA SUPPORTS FACULTY IN THESE AREAS: (1) attending education-related meetings; (2) engaging in a monthly seminar on core topics paired with independent study reading; and (3) undertaking a project to improve resident education. Structured interviews with all graduates (n  =  19; 47% women) were conducted using a pilot-tested questionnaire.A total of 15 of 19 Scholars (79%) were instructors/assistant professors. Sixteen Scholars (84%) attended an off-site education meeting. The Scholars pursued a variety of projects, including curriculum (53%), teaching (26%), administration (11%), assessment (5%), and advising/mentoring (5%). Projects were fully completed by 13 of 19 participants (68%), and 12 of 19 projects (63%) are currently integrated into the residency. Completed projects were published/presented at conferences by 4 of 13 participants (31%), and education grants were received by 3 of 19 participants (16%).This is the first description of a faculty development (education) program in an anesthesiology department. The program has been well accepted by participants and resulted in increased educational products, some of which have become a permanent part of the residency curriculum. This educational innovation can be replicated in other departments of anesthesiology provided that funding is available for faculty time and meeting expenses.

    View details for DOI 10.4300/JGME-D-12-00246.1

    View details for PubMedID 24404276

  • Use of Tablet (iPad (R)) as a Tool for Teaching Anesthesiology in an Orthopedic Rotation REVISTA BRASILEIRA DE ANESTESIOLOGIA Tanaka, P. P., Hawrylyshyn, K. A., Macario, A. 2012; 62 (2): 214-222

    Abstract

    The goal of this study was to compare scores on house staff evaluations of "overall teaching quality" during a rotation in anesthesia for orthopedics in the first six months (n=11 residents were provided with curriculum in a printed binder) and in the final six months (n=9 residents were provided with the same curriculum in a tablet computer (iPad, Apple®, Inc, Cupertino, Ca)).At the beginning of the two-week rotation, the resident was given an iPad containing: a syllabus with daily reading assignments, rotation objectives according to the ACGME core competencies, and journal articles. Prior to the study, these curriculum materials had been distributed in a printed binder. The iPad also provided peer reviewed internet sites and direct access to online textbooks, but was not linked to the electronic medical record. At the end of the rotation, residents anonymously answered questions to evaluate the rotation on an ordinal scale from 1 (unsatisfactory) to 5 (outstanding). All residents were unaware that the data would be analyzed retrospectively for this study.The mean global rating of the rotation as assessed by "overall teaching quality of this rotation" increased from 4.09 (N=11 evaluations before intervention, SD 0.83, median 4, range 3-5) to 4.89 (N=9 evaluations after intervention, SD 0.33, median 5, range 4-5) p=0.04.Residents responded favorably to the introduction of an innovative iPad based curriculum for the orthopedic anesthesia rotation. More studies are needed to show how such mobile computing technologies can enhance learning, especially since residents work at multiple locations, have duty hour limits, and the need to document resident learning in six ACGME core competencies.

    View details for Web of Science ID 000301768500007

    View details for PubMedID 22440376

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