The Managing Emergencies in Paediatric Anaesthesia global rating scale is a reliable tool for simulation-based assessment in pediatric anesthesia crisis management.

INTRODUCTION: The use of simulation-based assessments for high-stakes physician examinations remains controversial. The Managing Emergencies in Paediatric Anaesthesia course uses simulation to teach evidence-based management of anesthesia crises to trainee anesthetists in the United Kingdom (UK) and Canada. In this study, we investigated the feasibility and reliability of custom-designed scenario-specific performance checklists and a global rating scale (GRS) assessing readiness for independent practice. METHODS: After research ethics board approval, subjects were videoed managing simulated pediatric anesthesia crises in a single Canadian teaching hospital. Each subject was randomized to two of six different scenarios. All 60 scenarios were subsequently rated by four blinded raters (two in the UK, two in Canada) using the checklists and GRS. The actual and predicted reliability of the tools was calculated for different numbers of raters using the intraclass correlation coefficient (ICC) and the Spearman-Brown prophecy formula. RESULTS: Average measures ICCs ranged from 'substantial' to 'near perfect' (P ≤ 0.001). The reliability of the checklists and the GRS was similar. Single measures ICCs showed more variability than average measures ICC. At least two raters would be required to achieve acceptable reliability. CONCLUSIONS: We have established the reliability of a GRS to assess the management of simulated crisis scenarios in pediatric anesthesia, and this tool is feasible within the setting of a research study. The global rating scale allows raters to make a judgement regarding a participant's readiness for independent practice. These tools may be used in the future research examining simulation-based assessment.

Defining awakening from anesthesia in neonates: a consensus study.

BACKGROUND: A descriptive tool for determining awakening in infants is desirable to test the value of depth of anesthesia monitors. Although scales and criteria have been developed for children and infants, none has been applied to the study of anesthetised neonates. We aimed to seek consensus in a group of experts on a definition of awakening at the end of anesthesia in neonates. METHODS: We used a modified Delphi technique with an iterative process of questionnaires and anonymised feedback. Communication was conducted by email. Thirty-one consultant pediatric anesthetists in the UK and Ireland took part. Consensus was defined a priori as 80% agreement. RESULTS: The 83% of respondents agreed that defining awakening is possible. Consensus was reached on six criteria and also that a combination of these criteria must be used. As crying and attempting to cry are similar, we propose that at least two of the following five behaviors are present to consider a neonate awake after anesthesia: (i) crying or attempting to cry, (ii) vigorous limb movements, (iii) gagging on a tracheal tube, (iv) eyes open, and (v) looking around. There was also consensus that three stimuli are appropriate to test rousability in neonates awakening from anesthesia: (i) removal of skin adhesive tape, (ii) stroking/tickling the skin or gentle shaking, and (iii) pharyngeal suction. CONCLUSIONS: We propose a scale for determining awakening from anesthesia in neonates that may be used in future studies, particularly regarding electroencephalographic data and depth of anesthesia monitoring in neonates.

Defining awakening from anesthesia in infants: a narrative review of published descriptions and scales of behavior.

OBJECTIVES: A descriptive tool or validated scale of consciousness is desirable in infants to test the value of any depth of anesthesia monitor. METHODS: We have reviewed published descriptions and scales of observed behavior that may be applicable to the study of infants during the transition from anesthesia to wakefulness. RESULTS: Potentially useful scales were found that had been developed for the assessment and study of natural sleep, neurological state, arousal, anesthesia, sedation, coma, and pain. Scales or criteria of behavior had been developed for anesthetised children, but there were no agreed definitions or criteria specifically for anesthetised infants or neonates. CONCLUSION: Criteria for awakening of infants from anesthesia need to be developed and agreed.

Teaching lifesaving procedures: the impact of model fidelity on acquisition and transfer of cricothyrotomy skills to performance on cadavers.

BACKGROUND: A decline in emergency surgical airway procedures in recent years has resulted in a decreased exposure to cricothyrotomy. Consequently, residents have very little experience or confidence in performing this intervention. In this study, we compared cricothyrotomy skills acquired on a simple inexpensive model to those learned on a high fidelity simulator using valid evaluation instruments and testing on cadavers. METHODS: First and second year anesthesiology residents were recruited. All subjects performed a videotaped pretest cricothyrotomy on cadavers. Subjects were randomized into two groups: The high fidelity group (n = 11) performed two cricothyrotomies on a full-scale simulator with an anatomically accurate larynx. The low fidelity group (n = 11) performed two cricothyrotomies on a low fidelity model constructed from corrugated tubing. Within 2 wk all subjects performed a posttest. Two blinded examiners graded and timed the performances using a checklist and a global rating scale. RESULTS: There was no significant difference in the change from pretest to posttest performance between the model groups as evaluated by all three measures (all: P = NS). Training on both models significantly improved performance on all measures (all: P < 0.001). Inter-rater reliability was strong (checklist: r = 0.90; global rating scale: r = 0.89). CONCLUSIONS: Our study shows that a simple inexpensive model achieved the same effect on objectively rated skill acquisition as did an expensive simulator. The skills acquired on both models transferred effectively to cadavers. Training for this life-saving skill does not need to be limited by simulator accessibility or cost.

Clinical impact of epidural anesthesia simulation on short- and long-term learning curve: High- versus low-fidelity model training.

BACKGROUND AND OBJECTIVES: Epidural anesthesia is a technically challenging regional anesthetic technique that can be difficult to teach to novices. Epidural simulators are now available to allow realistic training within a safe and controlled environment before attempting the procedure on patients. Potentially, this may improve skill acquisition by novice residents. The purpose of this study was to examine the effect of a high-fidelity epidural anesthesia simulator on residents' ability to perform their first labor epidurals and on their learning curve compared with a group having training with a low-fidelity model. METHODS: Second-year anesthesia residents were recruited. Subjects were randomized into 2 groups and practiced epidural needle insertion on a high-fidelity epidural simulator or on a low-fidelity model. Subjects were then repeatedly videotaped performing epidural anesthesia over a 6-month period. Two blinded examiners graded each session, using a previously validated Global Rating Scale and Manual Skill Checklist to judge the skill level. RESULTS: Seventy-two sessions performed by 24 residents were recorded. Manual Skill Checklist and Global Rating Scale total scores were compared across the 2 study groups at baseline (first epidural), middle (31-90 epidurals) and late (>90 epidurals) time points using independent-samples t tests. No significant differences in scores were detected at either one of these time points. CONCLUSION: Our study shows that a simple model can be as useful for learning how to place an epidural catheter as an expensive anatomically correct simulator. New and more technologically advanced simulators should be compared against lower fidelity models to establish their utility and cost-effectiveness.