<abstract xmlns="http://www.w3.org/1999/xhtml"><sec><h3>Background</h3><p>Simulation is widely used in airway management training.</p></sec><sec><h3>Objectives</h3><p>To show that assigning anesthesia residents’ simulation educator roles improved cognitive learning outcomes.</p></sec><sec><h3>Methods</h3><p>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.</p></sec><sec><h3>Results</h3><p>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, <italic>P</italic> = 0.003) but not the H group (15.64 ± 1.54, <italic>P</italic> = 0.103). The average normalized gain was significantly higher in the T group than in the H and O groups (0.51 ± 0.22, 0.18 ± 0.32, and 0.17 ± 0.47, respectively; <italic>P</italic> = 0.012). Participants retained knowledge at 3 months after the session, with no significant differences among the groups. Most participants (45%) preferred to be active scenario participants, and 20% preferred to teach. Overall satisfaction was high in all groups.</p></sec><sec><h3>Conclusion</h3><p>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.</p></sec></abstract>

BackgroundSimulation is widely used in airway management training.ObjectivesTo show that assigning anesthesia residents’ simulation educator roles improved cognitive learning outcomes.MethodsPostgraduate 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.ResultsParticipants 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, P = 0.003) but not the H group (15.64 ± 1.54, P = 0.103). The average normalized gain was significantly higher in the T group than in the H and O groups (0.51 ± 0.22, 0.18 ± 0.32, and 0.17 ± 0.47, respectively; P = 0.012). Participants retained knowledge at 3 months after the session, with no significant differences among the groups. Most participants (45%) preferred to be active scenario participants, and 20% preferred to teach. Overall satisfaction was high in all groups.ConclusionThis 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.

Residents as teachers: optimizing the benefit of a difficult airway management simulation session

Department of Anesthesiology, Faculty of Medicine, Siriraj Hospital

Asian Biomedicine

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

BackgroundSimulation is widely used in airway management training.ObjectivesTo show that assigning anesthesia residents’ simulation educator roles improved...

Residents as teachers: optimizing the benefit of a difficult airway management simulation session

Article Category: Brief communication (original)

Online veröffentlicht: 31. März 2020

Seitenbereich: 141 - 147

DOI: https://doi.org/10.1515/abm-2019-0053

Schlüsselwörter
anesthesia resident training, difficult airway, peer teaching, retention knowledge, role in simulation

© 2019 Tachawan Jirativanont et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Residents as teachers: optimizing the benefit of a difficult airway management simulation session

Article Category: Brief communication (original)

Online veröffentlicht: 31. März 2020

Seitenbereich: 141 - 147

DOI: https://doi.org/10.1515/abm-2019-0053

Schlüsselwörteranesthesia resident training, difficult airway, peer teaching, retention knowledge, role in simulation

© 2019 Tachawan Jirativanont et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
anesthesia resident training, difficult airway, peer teaching, retention knowledge, role in simulation