Problem-based learning for anesthesia resident operating room crisis management training

Abstract

BackgroundSenior anesthesia residents must acquire competency in crisis management for operating room (OR) emergencies. We conducted problem based learning (PBL) OR emergency scenarios for anesthesia residents, focused on emergencies in ‘Airway’, ‘Circulation’, ‘Central venous catheter’, and ‘Pain management complications’. Non-technical skills are an integral component of team-based OR emergency management.MethodsPrior to integrated OR emergency clinical and non-technical skills PBL training, participating 35 anesthesia residents completed two 5-point scale surveys regarding frequency of emergency experiences in the operating room, and self-confidence for anesthesia-related crisis management. Repeat administration of the self-confidence survey was completed immediately following PBL training.ResultsPost-PBL resident clinical management self- confidence improved (P<0.05) in all scenarios on Circulation, Central venous catheter, and Pain treatment related complication topics. Impossible intubation, impossible oxygenation, and awake intubation did not show significant difference following PBL.ConclusionOur findings suggest that PBL for OR emergency management can improve resident self- confidence in anesthesia residents.

Identifying patient safety competences among anesthesiology residents: systematic review

“…Regarding the knowledge category, a set of theory knowledge acquired by the rationale, experience or information received, the articles underline as fundamental: the identification, prevention and management of adverse events and possible errors arising from the comprehensive assessment of the patient, and from the understanding and training of the procedures and medications to be used, recognition and reporting of errors 14 , 16 , 17 , 18 ; the use of accurate and updated information by practicing Evidence-Based Medicine and using technology 12 , 15 , 21 ; the understanding of human factors 13 , 15 , 17 , 18 , 22 ; and continuous learning, that is, learning and teaching at the workplace, and the existence of dedicated and receptive teachers and active methodologies can help in this process. 16 , 17 , 23 …”

Perception Precedes Reality: A Simulation and Procedural Bootcamp Improves Residents’ Comfort With Transitioning to Clinical Anesthesiology Training

“…Most bootcamps for residents have been conducted by surgical subspecialties aiming to improve their trainee’s performance with individual procedures. Within anesthesiology, bootcamps for new learners have been described [ 12 , 13 ], with most of these studies geared towards advanced learners such as pediatric anesthesiology fellows [ 22 , 23 ]. One recent study described a combined otolaryngology and anesthesiology resident bootcamp that improved familiarity with airway maneuvers [ 24 ].…”

Problem-based learning; a new pathway towards improving patient safety-based communication skills in nursing students

“…The researcher also stated that implementing the method from the beginning of academic education creates implicit clinical knowledge and judgment, but it also increases the self-confidence and independence of students (22). In another research, Komasawa et al (2018) detected that using the PBL method could improve selfbelief in anesthesia residents of the operating room in the management of emergencies (23). In addition, Kan Ku and Michael Ha emphasized the necessity of changing the teaching philosophy among educators in various fields, such as medicine, nursing, and engineering, because of the efficacy of the PBL method (24).…”