Residents as teachers: optimizing the benefit of a difficult airway management simulation session
Article Category: Brief communication (original)
Publié en ligne: 31 mars 2020
Pages: 141 - 147
DOI: https://doi.org/10.1515/abm-2019-0053
Mots clés
© 2019 Tachawan Jirativanont et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Background
Simulation is widely used in airway management training.
Objectives
To show that assigning anesthesia residents’ simulation educator roles improved cognitive learning outcomes.
Methods
Postgraduate second- and third-year (PGY-2 and PGY-3) anesthesia residents were randomly assigned to three groups: a teacher group (T), a hot-seat (active participant) group (H), and an observer group (O). After a train-the-trainer session, the T group prepared simulation scenarios for difficult airway management and then conducted the simulation sessions and post-session debriefing. The H group participated in the scenarios, and the O group observed the sessions. All participants attended the post-session debriefing. Evaluation was conducted at pretest, immediate posttest, and 3 months (retention test). Score differentiation and average normalized gain were calculated. Participants completed a post-simulation class survey.
Results
Participants were 49 residents (PGY-2 = 24, PGY-3 = 25). The T group had the highest posttest score (17.06 ± 1.23); this score significantly differed from the O group (14.75 ± 2.57,
Conclusion
This study showed that a teaching role can be effectively applied for residents in simulation-based education on difficult airway management to support better learning outcomes.