The ‘airway spider’: an education tool to assist teaching human factors and ergonomics in airway management

Kelly, F. E.; Bhagrath, R; McNarry, Alistair F.

doi:10.1111/anae.14193

Cited by 9 publications

(9 citation statements)

References 4 publications

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“…[23][24][25]29,30 and others specific to airway management. [31][32][33][34][35][36][37] Regional anaesthesia…”

Section: Learning Objectives Educational Strategies Assessment and Ev...mentioning

confidence: 99%

Integration of simulation-based education in anaesthesiology specialist training

Savoldelli,

Burlacu,

Lazarovici

et al. 2023

European Journal of Anaesthesiology

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BACKGROUND Despite its importance in education and patient safety, simulation-based education and training (SBET) is only partially or poorly implemented in many countries, including most European countries. The provision of a roadmap may contribute to the development of SBET for the training of anaesthesiologists. OBJECTIVE To develop a global agenda for the integration of simulation into anaesthesiology specialist training; identify the learning domains and objectives that are best achieved through SBET; and to provide examples of simulation modalities and evaluation methods for these learning objectives. DESIGN Utstein-style meeting where an expert consensus was reached after a series of short plenary presentations followed by small group workshops, underpinned by Kern's six-step theoretical approach to curriculum development. SETTING Utstein-style collaborative meeting. PARTICIPANTS Twenty-five participants from 22 countries, including 23 international experts in simulation and two anaesthesia trainees. RESULTS We identified the following ten domains of expertise for which SBET should be used to achieve the desired training outcomes: boot camp/initial training, airway management, regional anaesthesia, point of care ultrasound, obstetrics anaesthesia, paediatric anaesthesia, trauma, intensive care, critical events in our specialty, and professionalism and difficult conversations. For each domain, we developed a course template that defines the learning objectives, instructional strategies (including simulation modalities and simulator types), and assessment methods. Aspects related to the practical implementation, barriers and facilitators of this program were also identified and discussed. CONCLUSIONS We successfully developed a comprehensive agenda to facilitate the integration of SBET into anaesthesiology specialist training. The combination of the six-step approach with the Utstein-style process proved to be extremely valuable in supporting content validity and representativeness. These results may facilitate the implementation and use of SBET in several countries. TRIAL REGISTRATION Not applicable.

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“…[23][24][25]29,30 and others specific to airway management. [31][32][33][34][35][36][37] Regional anaesthesia…”

Section: Learning Objectives Educational Strategies Assessment and Ev...mentioning

confidence: 99%

Integration of simulation-based education in anaesthesiology specialist training

Savoldelli,

Burlacu,

Lazarovici

et al. 2023

European Journal of Anaesthesiology

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“…We were pleased to see that 70% of hospitals in Rehak and Watterson's survey reported that one or more cognitive aids were routinely present in their operating theatres . Cognitive aids are prompts designed to help users complete a task or series of tasks : they are likely to encourage transitioning from one stage of the failed intubation algorithm to another and may provide prompts to encourage staff to perform a cricothyrotomy in a timely fashion . In addition, they may help ‘flatten the hierarchy’ or ‘reduce the authority gradient’ within a team, encouraging more junior staff to speak up and suggest that a cricothyrotomy is necessary if they believe that one is required .…”

Section: Cognitive Aidsmentioning

confidence: 99%

“…Importantly, however well‐trained a team is in both technical and non‐technical skills, if that team is then placed back into a poorly designed work environment, it is highly likely that an error will occur. Consistent patient safety should not depend on the skills of individual clinicians but instead should be the result of incorporation of human factors and ergonomics expertise into the design of safe working systems in order to reduce the risk of an error occurring .…”

Section: Trainingmentioning

confidence: 99%

“…Rehak and Watterson's survey suggests that there is also an inconsistent approach between teaching hospitals in Australia and New Zealand, with multiple equipment choices available to a clinician who has declared a CICO situation. Human factors and ergonomics can be defined as "making it easy to do the right thing" [8,9]: having more than one type of equipment available in a CICO emergency, when immediate action is required, appears to be the antithesis of human factors and ergonomics principles. This is a situation which an anaesthetist may face only once in their whole career [6].…”

Section: Essential Differencesmentioning

confidence: 99%

“…Cognitive aids are prompts designed to help users complete a task or series of tasks [13,14]: they are likely to encourage transitioning from one stage of the failed intubation algorithm to another [13,14] and may provide prompts to encourage staff to perform a cricothyrotomy in a timely fashion [9,13,14]. In addition, they may help 'flatten the hierarchy' or 'reduce the authority gradient' within a team, encouraging more junior staff to speak up and suggest that a cricothyrotomy is necessary if they believe that one is required [1] [17], proficiency and skill with videolaryngoscope hyperangulated blades [17], high flow nasal oxygen when difficult laryngoscopy is anticipated and optimising patient positioning before laryngoscopy [7], increase the chance of a successful first intubation attempt [17,18].…”

Section: Cognitive Aidsmentioning

confidence: 99%

See 2 more Smart Citations

Preparing for, and more importantly preventing, ‘cannot intubate, cannot oxygenate’ events

Kelly

Duggan

2020

Anaesthesia

Self Cite

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Airway Leads and Airway Response Teams: Improving Delivery of Safer Airway Management?

Smith

McNarry

2020

Curr Anesthesiol Rep

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Purpose of Review Airway management remains a source of significant morbidity and mortality. This review considers recent summaries of complications and looks toward strategies to improve practice using a coordinated approach. Recent Findings A safety gap can exist between national recommendations and local practice. A lack of attention to end tidal carbon dioxide has repeatedly contributed to airway mismanagement. Clinicians must be trained in newer airway devices (videolaryngoscopes or supraglottic airways) to use them effectively. Time must be found to teach rarely performed skills (e.g., front-of-neck access). Both larger and smaller hospitals have benefitted from an airway lead or response team, coordinating education programs, ensuring the adoption of guidelines, standardizing equipment, and recognizing the role of human factors and ergonomics. Summary Even in the twenty-first century, the incidence of airway-related morbidity and mortality can be reduced, by an institutionally supported, coordinated approach to the whole process of airway care.

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The ‘airway spider’: an education tool to assist teaching human factors and ergonomics in airway management

Cited by 9 publications

References 4 publications

Integration of simulation-based education in anaesthesiology specialist training

Integration of simulation-based education in anaesthesiology specialist training

Preparing for, and more importantly preventing, ‘cannot intubate, cannot oxygenate’ events

Airway Leads and Airway Response Teams: Improving Delivery of Safer Airway Management?

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