Virtual Objective Structured Clinical Examination (OSCE) Training in the Pandemic Era: Feasibility, Satisfaction, and the Road Ahead.

INTRODUCTION: Objective Structured Clinical Examinations (OSCEs) are essential assessments for evaluating the clinical competencies of medical students. The COVID-19 pandemic caused a significant disruption in medical education, prompting institutions to adopt virtual formats for academic activities. This study analyzes the feasibility, satisfaction, and experiences of pediatric board candidates and faculty during virtual or electronic OSCE (e-OSCE) training sessions using Zoom video communication (Zoom Video Communications, Inc., San Jose, USA). METHODS: This is a post-event survey assessing the perceptions of faculty and candidates and the perceived advantages and obstacles of e-OSCE. RESULTS: A total of 142 participants were invited to complete a post-event survey, and 105 (73.9%) completed the survey. There was equal gender representation. More than half of the participants were examiners. The overall satisfaction with the virtual e-OSCE was high, with a mean score of 4.7±0.67 out of 5. Most participants were likely to recommend e-OSCE to a friend or colleague (mean score 8.84±1.51/10). More faculty (66.1%) than candidates (40.8%) preferred e-OSCE (P=0.006). CONCLUSION: Transitioning to virtual OSCE training during the pandemic proved feasible, with high satisfaction rates. Further research on virtual training for OSCE in medical education is recommended to optimize its implementation and outcomes.

Multidisciplinary Obstetric Simulation Training: Experience at KK Women's and Children's Hospital (KKH), Singapore, a Tertiary Referral Centre.

Background Multidisciplinary simulation training in the management of acute obstetric emergencies has the potential to reduce both maternal and perinatal morbidity. It is a valuable tool that can be adapted for targeted audiences of different specialities at all experience levels from medical students to senior consultants. Methods In this study, pre- and post-course questionnaires of learners with varying levels of clinical experience from Obstetrics and Gynaecology (O&G), Anaesthesia, Neonatology, Emergency Medicine, midwifery, and nursing who undertook two simulation courses (namely the Combined Obstetrics Resuscitation Training course, CORE, and the CORE Lite), which comprised lectures and simulation drills with manikins and standardized patients, between 2015 and 2023 were compared. This also included a period when training was affected by the coronavirus disease 2019 (COVID-19) pandemic.  Results The results showed that both simulation courses increased confidence levels among all learners in the management of obstetric emergencies.  Pre-course, participants were most confident in the management of neonatal resuscitation and severe pre-eclampsia, followed by postpartum haemorrhage. They were least confident in the management of vaginal breech delivery, uterine inversion, and twin delivery. Post-course, participants were most confident in the management of neonatal resuscitation and shoulder dystocia, followed by postpartum haemorrhage. They were least confident in the management of uterine inversion and maternal sepsis, followed by vaginal breech delivery and twin delivery. Whilst we saw a huge improvement in confidence levels for all obstetric emergencies, the greatest improvement in confidence levels was noted in vaginal breech delivery, twin delivery, and uterine inversion. Conclusion The simulation courses were effective in improving the confidence in the management of obstetric emergencies. While it may be difficult to measure the improvement in clinical outcomes as a result of simulation courses alone, the increase in confidence levels of clinicians can be used as a surrogate in measuring their preparedness in facing these emergency scenarios.

A Multi-center Simulation-Based Emergency Medicine Resident Boot Camp Can Improve Teamwork, Communication, and Clinical Skills.

Boot camps are designed to deliver highly specific education in a short amount of time. Educational boot camps are known to improve confidence in clinical capabilities and medical knowledge and promote teamwork skills. We created an emergency medicine (EM) boot camp with targeted learning objectives based on expected mastery of post-graduate year (PGY)-level educational objectives based on the Accreditation Council for Graduate Medical Education (ACGME) EM milestones. This boot camp included a qualitative assessment, survey-based feedback, and quantitative assessment, which included the team's performance utilizing a validated code team checklist (Cardiac Code Management Assessment Tool). After attending the conference, EM residents felt more confident in achieving the EM ACGME milestones including the ability to provide immediate interventions to a critical patient, effective use of team communication, the ability to switch tasks efficiently, and to provide real-time feedback to their team. Eighty-six percent of residents preferred this teaching modality over other conference-based didactics and would like to see greater incorporation of similar interventions in future conferences.

Use of Virtual Reality in the Education of Orthopaedic Procedures: A Randomised Control Study in Early Validation of a Novel Virtual Reality Simulator.

Background Virtual reality (VR) simulation is a potential solution to the barriers surgical trainees are facing. There needs to be validation for its implementation within current training. We aimed to compare VR simulation to traditional methods in acquiring surgical skills for a TFN-ADVANCED™ Proximal Femoral Nailing System (TFNA; DePuy Synthes, Auckland, New Zealand) femoral nailing system. Methods Thirty-one surgical trainees were randomised to two groups: traditional-training group (control group) and a VR-training group (intervention group) for insertion of a short cephalomedullary TFNA nail. Both groups then inserted the same TFNA system into saw-bone femurs. Surveys evaluated validity of the relevant activities, perception of simulation, confidence, stress and anxiety. The primary outcomes were tip-apex distance (TAD) and user anxiety/confidence levels. Secondary outcomes included number of screw- and nail-guidewire insertion attempts, the time taken to complete and user validity of the VR system. Results There was no statistical difference in TAD between the intervention and control groups (9mm vs 15mm, p=0.0734). The only TAD at risk of cut-out was in the control group (25mm). There was no statistical difference in time taken (2547.5ss vs 2395ss, p=0.668), nail guide-wire attempts (two for both groups, p=0.355) and screw guide-wire attempts (one for both groups, p=0.702). The control group versus intervention had higher anxiety levels (50% vs 33%) and had lower confidence (61% vs 84%). Interpretation There was no objective difference in performance on a saw-bone model between groups. However, this VR simulator resulted in more confidence and lower anxiety levels whilst performing a simulated TFNA. Whilst further studies with larger sample sizes and exploration of transfer validity to the operating theatre are required, this study does indicate potential benefits of VR within surgical training.

Exploring the Role of Simulation Training in Improving Surgical Skills Among Residents: A Narrative Review.

The role of simulation in medical education is crucial to the development of surgeons' skills. Surgical simulation can be used to improve surgical skills in a secure and risk-free environment. Animal models, simulated patients, virtual reality, and mannequins are some types of surgical simulation. As a result, feedback encourages students to reflect on their strengths and weaknesses, enabling them to focus on improvement. Healthcare simulation is a strong educational instrument, and the main goal of this is to give the students an opportunity to do a practical application of what they have learned through theory. Before taking it to the patients, they will already have certain tools they have previously acquired during the practice. This makes it easier for students to identify the knowledge gaps that they must fill to improve patient outcomes. Moreover, simulation brings a wonderful opportunity for students to acquire skills, gain confidence, and experience success before working with real patients, especially when their clinical exposure is limited. The use of simulation to teach technical skills to surgical trainees has become more prevalent. The cost of setting up a simulation lab ranges from $100,000 to $300,000. There are several ways to evaluate the effectiveness of simulation-based surgical training. Repetitive surgical simulation training can improve speed and fluidity in general surgical skills in comparison to conventional training. Few previous studies compared learners who received structured simulation training to a group of trainees who did not receive any simulation training in single-center randomized control research. Significantly faster and less time-consuming skill proficiency was noticeable in simulated trainees. Despite being anxious in the operating room for the first time, simulated trainees completed the surgery on time, demonstrating the effectiveness of surgical simulation training. Traditional surgical training involves senior-surgeon supervision in the operating room. In simulation-based training, the trainees have full control over clinical scenarios and settings; however, guidance and assessment are also crucial. Simulators allow users to practice tasks under conditions resembling real-life scenarios. Simulators can be compared with traditional surgical training methods for different reasons. For example, intraoperative bleeding may occasionally show up not only visibly on the screen but also by shaking the trocars erratically. Without haptics, training on virtual simulators can cause one's pulling and pushing forces, which are frequently greater than what the tissue needs, to be distorted. A good method of simulation training is using virtual reality simulators with haptics and simulated patients. The availability of these facilities is limited, though, and a typical session might include an exercise involving stacking sugar cubes and box trainers. The degree of expertise or competency is one area that needs clarification as medical education transitions to a competency-based paradigm. The article aims to provide an overview of simulation, methods of simulation training, and the key role and importance of surgical simulation in improving skills in surgical residents.

Gamification of a Low-Fidelity Paper Doll to Teach Primary Survey to Pediatric Residents.

When critically ill pediatric patients arrive in the emergency department (ED), a rapid physical evaluation is performed in order to systematically evaluate and address life-threatening conditions. This is commonly referred to as the primary survey. At our institution, pediatric residents are frequently tasked with this role, but they have limited training for or experience with this task. Quality improvement review of real resuscitation recordings at our institution revealed delays in initiation and incomplete primary surveys. We sought to utilize gamification to standardize and optimize reproducible training for the primary survey task for pediatric residents using a low-fidelity paper doll model simulation to improve primary survey performance in actual resuscitations.

A Novel Do-It-Yourself Approach to Simulating Minimally Invasive Laparoscopic Surgery.

In 2008, the American Board of Surgery required residents to pass a laparoscopic fundamentals examination to sit for the boards. As such, minimally invasive surgery became the newest addition as a requisite skill for surgical trainees. To assist in preparing trainees for future surgery, simulation devices have been integrated into training programs to develop proficiency with laparoscopic and arthroscopic techniques. While effective, one of the biggest obstacles to accessing these devices is the thousands of dollars required for the equipment. Many commercial and do-it-yourself (DIY) iterations of low-cost, portable, laparoscopic simulators have been described to address this. While the price point ranges from 300 to 400 dollars, these DIY simulators primarily utilize webcams, iPhones, and tablet cameras in a fixed position. This presents an inherent limitation in the simulator's accuracy as current laparoscopy surgery utilizes camera motion. This study presents a novel DIY simulator that portrays a more realistic view of the operative field using camera motion and positioning, costing approximately 200 dollars. This proposed simulator uses a Universal Serial Bus (USB) endoscope with interchangeable side mirrors. We inserted an endoscope with built-in light-emitting diode (LED) lights into a seamless stainless tube for the laparoscope and attached it to a computer for configuration. To simulate the abdominal cavity, holes were drilled into a ½ torso hollow mannequin at the standard port locations for laparoscopic cholecystectomy, and rubber grommets were inserted into the drilled holes. Trocars were constructed using cross-linked polyethylene (PEX) tubing and #8 rubber stoppers. By creating a more affordable and easily constructed model, acquiring laparoscopic skills is more accessible. Simulators are becoming an essential part of medical training. Affordable simulators like ours allow trainees to develop their laparoscopic skill set at their own pace and convenience. More research into this can potentially lead to increased exposure to more accurate simulators and facilitate more accessible training for performing minimally invasive surgery in any surgical specialty.

An Inexpensive, Multimodal Simulation Model for Teaching Ultrasound Identification of Soft Tissue Pathology and Regional Anesthesia.

Ultrasound identification of soft tissue pathology is a useful skill for the emergency physician, but it requires practice and familiarity to be effective. Given its rising popularity in the Emergency Department, regional anesthesia is another essential skill that requires practice. Realistic models can help create procedural confidence and accuracy. Since entry-level professional-grade models can be cost-prohibitive, the development of simple and affordable models for teaching is valuable for emergency provider education, especially in resource-limited settings. Other inexpensive models have been produced and discussed in ultrasound; literature; however, no models have yet been designed for the replication of several different modalities in a single model. We developed and successfully tested a meat phantom model utilizing materials available at a local grocery store that can be quickly assembled in a short amount of time with minimal effort. This low-cost, easy-to-make phantom accurately replicates human tissue and pathology and is ideal for learners to practice several skill sets at once.

The Impact of the Addition of a Virtual Reality Trainer on Skill Retention of Tourniquet Application for Hemorrhage Control Among Emergency Medical Technician Students: A Pilot Study.

INTRODUCTION: Trauma is a leading cause of preventable death in the United States. Emergency Medical Technicians (EMTs) often arrive first at the scene of traumatic injuries to perform life-saving skills such as tourniquet placement. While current EMT courses teach and test tourniquet application, studies have shown efficacy and retention of EMT skills such as tourniquet placement decay over time, with educational interventions needed to improve retention of skills. METHODS: A prospective randomized pilot study was conducted to determine differences in retention of tourniquet placement among 40 EMT students after initial training. Participants were randomly assigned to either a virtual reality (VR) intervention or a control group. The VR group received instruction from a refresher VR program 35 days after initial training as a supplement to their EMT course. Both the VR and control participants' tourniquet skills were assessed 70 days after initial training by blinded instructors.  Results: There was no significant difference in correct tourniquet placement between both groups (Control, 63% vs Intervention, 57%, p = 0.57). It was found that 9/21 participants (43%) in the VR intervention group failed to correctly apply the tourniquet while 7/19 of the control participants (37%) failed in tourniquet application. Additionally, the VR group was more likely to fail the tourniquet application due to improper tightening than the control group during the final assessment (p = 0.04).  Conclusion: In this pilot study, using a VR headset in conjunction with in-person training did not improve the efficacy and retention of tourniquet placement skills. Participants who received the VR intervention were more likely to have errors relating to haptics, rather than procedure-related errors.

Empowering Non-healthcare Students as Simulation Assistants in the Digital Era of Simulation-Based Healthcare Education: Bridging the Gap.

Simulation-based education plays a pivotal role in various high-stakes fields, notably in healthcare, where simulation technicians are crucial for the effective operation of simulation technology. Currently, these roles are often filled by healthcare professionals who transition from patient care, exacerbating shortages in the healthcare workforce. This editorial addresses the current gap by proposing an alternative solution, creating educational pathways for undergraduate students in science and health science programs to become "simulation assistants". Leveraging their foundational knowledge in biological and physical sciences, research skills, and attributes developed through health sciences programs, these students could support simulation activities while entering an ever-evolving field with copious growth opportunities. Paralleling the historical development of medical laboratory sciences, which saw the creation of distinct roles for technologists and assistants, the editorial suggests a collaborative model wherein simulation technicians and assistants work together to enhance simulation-based education in the healthcare sector. This paradigm shift has the potential to alleviate the growing healthcare personnel shortages. While acknowledging the challenges, the editorial envisions the transformative impact of integrating simulation assistants into the healthcare workforce, echoing the historical evolution of specialized roles in response to the changing demands of healthcare.

Utilization of a Fluorescent Marker in a Simulated Biological Fluid Spill Drill Within a Position Emission Tomography Center.

The management of uncontained spillage of radioactive material in nuclear medicine healthcare facilities is documented in their standard operating procedures (SOPs). These are supplemented by periodic training drills for staff to practice the appropriate responses and decontamination techniques. We report on the use of Glo Germ (GloGerm Co., Moab, UT, USA), a commercially available abiotic powder that fluoresces under black light, as a visual aid in these spill simulations. Glo Germ was used in a spill drill scenario within the controlled area in the nuclear medicine department. This provided immediate visual feedback for the staff involved in the simulations as well as the supervision observers. We anticipate that the use of such aids during training will enhance confidence and proficiency in managing and decontaminating radiation spills. It will also serve to flag potential gaps in decontamination protocols and allow for the refinement of SOPs.

The Confidence and Accuracy of Medical Students Trained in Ultrasound or Landmarks for Performing Knee Aspiration.

Introduction Medical students are trained using anatomical landmarks in order to perform many procedures, such as knee aspirations. With the growing popularity and use of ultrasound, the question arises whether training students with ultrasound instead of landmarks increases their skill. Previous research has shown increased accuracy and confidence in residents who trained with ultrasound compared to landmarks only. No studies to date have analyzed the effect of ultrasound learning versus landmark learning in medical students. Objective The purpose of this study is to analyze the confidence and accuracy of medical students when taught knee aspiration using ultrasound training compared to students taught with landmarks only. Methods The project was deemed exempt by the Edward Via College of Osteopathic Medicine (VCOM) Institutional Review Board (IRB) because it falls under the quality improvement category (IRB number 1806802-1). Subjects were randomized into two groups: one trained in ultrasound and one trained in landmarks for performing knee aspirations. Both groups were tested for accuracy by the ability to aspirate fluid from the model and the number of attempts; each student was given a maximum of three attempts. Documentation included the number of attempts for each student or "no fluid" for those exceeding three attempts. They were then surveyed for confidence. The study took place in an educational setting at VCOM-Carolinas. A total of 42 first-year medical students participated in this study. Results Fisher's exact test showed statistically significant results for confidence (p<0.001) between the ultrasound group (N=22) and non-ultrasound group (N=20) with a power of 0.285. The accuracy of aspirating fluid was not found to be statistically significant (p=0.4805). Conclusions Although no significant differences in the accuracy of knee aspirations at short term were seen, there was a clear improvement in student confidence and perceived capability of the skill. Those students who learned using ultrasound-guided techniques were more confident in their ability to accurately perform the technique when compared to their peers.

Impact of the Recorded Audio and Video Feedback on Simulated Surgical Performance: A Randomized Controlled Trial.

INTRODUCTION: Simulation and coaching have become increasingly important in laparoscopic skills acquisition. This study was designed to evaluate if access to the recorded audio and video feedback after a single proctored session improves the acquisition of laparoscopic suturing skills in obstetrics and gynecology (OB/GYN) residents. METHODS: Twenty OB/GYN residents received a single face-to-face coaching session on a laparoscopic vaginal cuff closure model. The session was recorded and residents were randomized to access either the video-only or the audio and video recording of the proctored session. The primary outcome measure was comparison of Global Operative Assessment of Laparoscopic Skills plus Vaginal Cuff Metrics (GOALS+) scores of the vaginal cuff closure prior to and following the proctored session. RESULTS: Only 30% of residents accessed the recorded sessions with junior residents most likely to access the recording. Baseline GOALS+ scores were significantly higher in senior residents (mean 21.7, SD 3.9) as compared to junior residents (mean 14.7, SD 3.2) (p<.001). While all learners' GOALS+ scores significantly improved after proctoring the intervention (p<.001), the senior residents continued to have significantly higher GOALS+ scores at the final assessment (mean 28.3, SD 4.2, p=.01) when compared to their junior residents (mean 24.0, SD 3.1). CONCLUSION: Due to the low uptake of the review of recorded proctored sessions among OB/GYN residents across skill and year levels, we were unable to assess the effect of recorded audio and video feedback on resident performance. However, the intervention of a single proctored session of simulated laparoscopic vaginal cuff closure significantly improved resident performance as assessed with GOALS+ scores.

Prior Extracorporeal Membrane Oxygenation (ECMO) Experience and Performance in High-Fidelity Simulation Scenarios.

Background Extracorporeal Membrane Oxygenation (ECMO) provides a heart-lung bypass for patients with life-threatening cardiorespiratory failure. It is a classic low-volume, a high-risk procedure that requires specialized training to develop and maintain competence. Therefore, our ability to train efficiently and effectively is essential. The purpose of this study is to determine if specific participant training or experience leads to better performance in emergency ECMO scenarios during high-fidelity simulation training. Methods Fifty-one physicians, nurses, and respiratory/medical technicians participated in a study comparing an animal model vs. simulation-based ECMO education. All completed a multiple-choice questionnaire about prior ECMO experience and other demographics, as well as a four-hour pre-lab didactic session. They completed individual ECMO scenarios with both modalities during two sessions, and task completion times (minutes) and scores (percentage) were measured using a validated ECMO skills assessment tool. The scores of the 19 participants who completed the simulation-based scenarios during their first session were further analyzed in the context of their self-reported ECMO experience, and participants were divided into a novice group and an experienced group. Statistical testing included the Mann-Whitney U test (times) and Fisher's exact test (scores). Results Data from the 19 participants who completed the simulation-based ECMO training on the first session showed no statistically significant differences in the task completion time or scores among those in the novice group vs. the experienced group in the years of ECMO experience category (28 vs. 34 minutes; p=0.66 and 61% vs. 62%; p=0.54), a number of cannulations category (30 vs. 25 minutes; p=0.11 and 59% vs. 62%; p=0.82) or the number of ECMO patients cared for category (28 vs. 34 minutes; p=0.30 and 57% vs. 62%; p=0.54). Findings were similar for both the lecture-based training and simulation-based training categories, respectively (33 vs. 28 minutes; p=0.71 and 62% vs. 60%; p=0.91 and 34 vs. 28 minutes; p=0.74 and 63% vs. 58%; p=0.12). Conclusion Among this small subset of participants, we observed no statistically significant differences in performance based on participant experience during simulation-based ECMO scenarios. The didactic/review sessions preceding the training may have contributed to an effective form of training for participants with no prior ECMO experience. Due to the small sample size of this study, further studies are needed to better elucidate what factors lead to better performance in emergency ECMO scenarios.

Development of a Hands-On and Virtual Simulation Training Module To Teach Microtomy.

BACKGROUND: Microtomy is a risky procedure that medical laboratory technologists (MLTs) use to cut tissue samples for microscopic examination. Due to the safety concerns and the potential to destroy tissue samples, it is critical for learners to perform the procedure correctly. To allow for safe and controlled learning, this procedure should be acquired in a safe and controlled simulated setting before being attempted on human tissues. The overarching purpose of this work is the development of a virtual training module for undergraduate students to learn from. However, because of the heterogeneity in the steps required to successfully complete the procedure from the MLTs as well as in the literature, the aim of this study was to reach a consensus from a panel of experts about identifying the steps of the procedure using the think-aloud and modified-Delphi methods. METHODS: First, we conducted a think-aloud protocol with a single MLT expert trained in microtomy to generate the list of steps of the microtomy procedure objectively. In order to remove any idiosyncratic steps, next, we asked eight experts that were trained in histology to rate the criticalness of each step using a (1-5) Likert scale and provide evaluative feedback. RESULTS: The think-aloud protocol generated 10 steps for the microtomy procedure. During the subsequent two rounds of the Delphi exercise, the experts agreed to modify one step of the 10 steps. CONCLUSIONS: Through this work, the 10 steps of the microtomy procedure have been validated by experts in the field. Following that, a virtual simulation training module was built to instruct learners on the microtomy procedure. The virtual simulation training module may be used for further research in microtomy.

Non-technical Skills for Medical Students: Validating the Tools of the Trade.

The Medical Students' Non-Technical Skills (Medi-StuNTS) is a behavioural marker scheme (BMS) designed to assess non-technical skills (NTS) in medical students in emergency simulations. This study aimed to assess the evidence for validity and usability of Medi-StuNTS by naive, near-peer educators. Nine doctors assessed four students in simulations of common medical emergencies. The scores were used to assess inter-rater reliability, inter-class correlation, and observability. Students and assessors completed questionnaires that assessed the tool's usability and consequence. Inter-rater agreement across all skill elements was "high" with rWG scores >0.8. An inter-class correlation was "good" with ICC3K kappa scores of 0.86 and 0.89 overall, when measured per simulation and per skills element respectively. Overall skill observability was high (>80%) except for coping with stress. Assessors found the tool "difficult to use" but "useful for feeding back in a constructive way". Students appreciated the comprehensiveness of the feedback as well as knowing what to expect during debriefs. This study has shown that the Medi-StuNTS BMS has good usability and evidence of validity in naive assessors and near-peer educators. It shows the particularly good internal structure and overall beneficial consequences. Further study will be necessary to understand how best to deploy it in formative and summative contexts.

Model Development of a Novel Robotic Surgery Training Exercise With Electrocautery.

Robot-assisted surgery (RAS) has undergone rapid adoption in general surgery due to features such as three-dimensional visualization, wrist dexterity, improved precision of movement, and operator ergonomics. While many surgical trainees encounter RAS during their residency, robotic skills training programs and curricula vary across institutions and there is broad variation in graduating general surgeons' robotic proficiency levels. Due to a need for a formalized process to achieve competence on the robotic platform, simulation-based training has become instrumental in closing this gap as it provides training in a low-stakes environment while allowing the trainee to improve their psychomotor and basic procedural skills. Several different models of simulation training exist including virtual reality, animal, cadaveric, and inanimate tissue platforms. Each form of training has its own merits and limitations. While virtual reality platforms have been well evaluated for face, content, and construct validity, their initial set-up costs can be as high as $125,000. Similarly, animal and cadaveric models are not only costly but also have ethical considerations that may preclude participation. There is an unmet need in developing high-fidelity, cost-effective simulations for basic videoscopic skills such as cautery use. We developed a cost-effective and high-fidelity inanimate tissue model that incorporates electrocautery. Using a double-layered bowel model secured to a moistened household sponge, this inanimate exercise simulates fundamental skills of robotic surgery such as tissue handling, camera control, suturing, and electrocautery.

Assessment of Knowledge Retention in Military Personnel After Training Courses in Sieve Triage Using Different Simulated Scenarios.

Introduction In the course of their pre-deployment training, military students in the United Arab Emirates (UAE) are instructed on sieve triage, which is used on the battlefield. The objective of this study is to test the retention of knowledge immediately after delivery of the triage course, at Day 30 and Day 60 in military personnel with no previous sieve-triage knowledge and with an undifferentiated professional background. Method Data were collected using a questionnaire based on a survey toolkit designed by the University of Washington Public Health and distributed randomly amongst military personnel after delivery of sieve triage training. The students were randomly selected in consecutive cohorts over a six-week period. Results A total of 456 participants were included in the study. Most of the participants were soldiers (80%); other professions included were officers (9%), nurses (1%), paramedics (1%), and others (9%). The overall mean score for the cohort was 96.81 at Day 0; 87.37 at Day 30; and 76.1 at Day 60. The mean scores depict a decreasing trend for the combined as well as the individual cohorts with the highest mean score at Day 0 and the lowest at Day 60. The mean scores reduced significantly at Day 30 (MD: -9.43; 95% CI: -10.73 to -8.14) and at Day 60 (MD: -20.71; 95% CI: -22.01 to -19.42) compared to Day 0. The mean difference remained significant at Day 30 (MD: -9.42; 95% CI: -10.7 to -8.14) and Day 60 (MD: -20.69; 95% CI: -21.97 to -19.41) compared to Day 0 when adjusted for age and profession. Conclusion Knowledge retention from the delivery of sieve triage training among UAE military personnel decreased after 60 days. Therefore, there is a need for regular and periodic refresher courses and training, especially for topics that are not applied regularly.

Emergent Surgical Airway Skills: Time to Re-evaluate the Competencies.

Introduction One of the most challenging scenarios an anesthesia provider can face is treating a can't intubate can't ventilate (CICV) patient. The incidence of CICV is estimated to be around one in 10,000 cases. According to the American Society of Anesthesiology Closed Claims Study, adverse respiratory events are the most common type of injury, with difficult intubation and ventilation contributing to the majority of these cases. The objective of this non-interventional quality improvement project was to evaluate the prior training, exposure, and self-reported confidence in handling the CICV scenario among anesthesia providers at Henry Ford Hospital in Detroit, MI. Methods An online questionnaire was distributed via email to all residents, certified registered nurse anesthetists (CRNAs), and attending anesthesiologists in March 2021. The email contained a link to an online questionnaire via Microsoft Forms (Microsoft Corporation, Redmond, WA). Univariate group comparisons were carried out between the respondents' role (attending, CRNA, or resident), as well as between the number of years that the respondents were in practice (< 5 years, 5-10 years, > 10 years). Results Out of the total 170 anesthesia providers, 119 participated in the study where 54 (45%) were attendings, 44 (37%) were residents, and 21 (18%) were CRNAs. The majority (75%) did not know the surgical airway kit location, and 87% had not performed the surgical airway procedure before. The vast majority (96.7%) recommended simulation training compared to online training or lecture series, and just over 50% recommended annual training frequency. When looking at the differences in responses based on years of experience as an anesthesia provider, the majority of those with > 10 years in practice knew how to perform the surgical airway technique while respondents with < 5 years did not know how to perform the technique, and 50% of those with five to 10 years experience knew how to perform the surgical airway procedure for a CICV scenario. Conclusion Although there were many significant differences observed between the various provider roles and years in practice, surprisingly, the responses revealed both a lack of experience and confidence in performing the surgical airway procedure in all provider roles. These findings highlight a need for better emergency airway teaching and training. These findings will be used to guide the design and implementation of improved surgical airway training for residents, CRNAs, and attending anesthesiologists with the goal of better preparedness for handling a CICV scenario.

Airway Obstacle Course for Teaching Prehospital Providers Airway Techniques.

BACKGROUND:  Early airway intervention is a vital step in the management of critically ill patients. Emergency medical service (EMS) providers are often first in the chain of survival with equipment to manage airway problems that arise. Therefore, it is paramount that they receive thorough training in aspects of airway management. Often, the training providers currently undergo does not reflect the environmental challenges inherent in EMS. Our obstacle course not only offers trainees a situational environment that simulates common challenges associated with the prehospital environment, but also provides a break from traditional tabletop and lecture-based training methods. METHODS:  An airway obstacle course was created that comprised four different "obstacles". Each obstacle was a patient in a precarious position requiring airway management, and the trainees could manage the obstacles in the order of their choosing. Trainees could choose from four different airway devices based on the local protocol. Once the device was used successfully, it could no longer be implemented in the course, and thus each device was used once. A validated return on the learning model was used for evaluating learning. RESULTS:  Immediately following training, 95.1% (78) trainees felt they were more confident with airway management. Nearly all, 96.4% (79), agreed that the scenarios in the obstacle course were realistic. Participants retained confidence gains in resource management for intubation at the six-month follow-up (p=0.010). In the six months following training, there was a doubling in the number of intubation attempts (24 to 48) and an overall drop in the success rate (75% to 63%). At the six-month follow-up, participants were able to describe specific events where the training helped them with patient management. CONCLUSIONS:  The model of an intubation obstacle course as a means of training EMS providers is both realistic to the participants and provides lasting effects to their confidence in resource management skills. Further studies are needed to determine its effects on intubation success rates and patient outcomes.