Managing the airway catastrophe: longitudinal simulation-based curriculum to teach airway management

Lily H P Nguyen, Ilana Bank, Rachel Fisher, Marco Mascarella, Meredith Young, Lily H P Nguyen, Ilana Bank, Rachel Fisher, Marco Mascarella, Meredith Young

Abstract

Background: A longitudinal curriculum was developed in conjunction with anesthesiologists, otolaryngologists, emergency physicians and experts in medical simulation and education.

Methods: Residents participated in four different simulation-based training modules using animal models, cadavers, task trainers, and crisis scenarios using high fidelity manikins. Scenarios were based on various clinical settings (i.e. emergency room, operating room) and were followed by video-assisted structured debriefings. Participants completed both a self-assessment questionnaire and an exit survey using five-point Likert scales.

Results: 31 otolaryngology residents participated in the curriculum. Residents reported simulation training significantly improved technical skills such as tracheostomy, cricothyroidotomy and pediatric intubation (p < 0.05 for all). Non-technical skills, including communication, delegation and management were significantly improved on post-test surveys in simulated crisis scenarios (p < 0.05 for all). 90 (28/31) of participants found simulations to be very realistic. Junior residents placed increased value on didactic teaching and procedural skills, while senior residents on crisis scenarios. Survey results indicated that > 90% (28/31) of participants found the modules of the curriculum to be useful and would recommend them to others.

Conclusion: A longitudinal simulation-based medical curriculum can be an effective method to teach airway management and teamwork skills to otolaryngology residents.

Keywords: Curriculum; Education; Otolaryngology; Pediatric airway; Residency; Simulation.

Conflict of interest statement

Ethics approval and consent to participate

Ethics approval and consent to participate was obtained by the McGill University Health Centre Review Board.

Consent for publication

Consent for publication was obtained within the general consent forms.

Competing interests

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Figures

Fig. 1
Fig. 1
Summary of responses to exit surveys administered after each module. All findings were statistically significant with p < 0.05
Fig. 2
Fig. 2
Module 1 comparision of self-perceived assessment of knowledge and skill before and after the intervention. Scores were rated on a Likert scale of 1–5 (1 = Poor, 5 = Expert). All findings were statistically significant with p < 0.05
Fig. 3
Fig. 3
Module 4 comparision of self-reported assessment of Non-Technical Skills before and after the intervention. Scores were rated on a Likert scale of 1–5 (1 = Poor, 5 = Expert. All items were statistically significant with a p < 0.05. CRM: Crisis resource management. RT: Respiratory therapist

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Source: PubMed

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