Development of Airway Hemorrhage Simulation Scenarios With Pilot of an Airway Team Leader Assessment Tool.

INTRODUCTION: Airway hemorrhage requires rapid treatment to prevent adverse patient outcomes. Simulation education programs are challenged to recreate learning environments with adequate fidelity for team management of airway hemorrhage. METHODS: We developed Airway Hemorrhage Simulation Scenarios consisting of low-cost partial-task simulators to mimic airway hemorrhage (nasopharyngeal, oropharyngeal, expanding neck hematoma) and multiple methods to assess team leader performance in emergent airway management [Airway Team Leader Assessment Tool (ATLAT), Airway Checklist Performance, and Global Performance Rating]. We assigned trainees in Emergency Medicine (EM) and Critical Care (CC) sequentially to 1 of the 3 possible hemorrhage scenarios, and each trainee participated in a single 1-hour session composed of 3 repeated opportunities of deliberate practice of the assigned scenario. We assessed the trainees after session 1 and session 3 with independent expert evaluators of trainee performance using the ATLAT, Airway Checklist Performance, and Global Performance Rating. RESULTS: We collected data on 26 trainees: 19 EM residents [postgraduate year (PGY) 1-3] and 7 CC fellows (PGY 4-7). Trainees had significant improvement for all ATLAT domain measures, Airway Checklist Total Score, and Global Performance Rating between session 1 and session 3. CONCLUSIONS: Our pilot evaluation suggests that deliberate practice of Airway Hemorrhage Simulation Scenarios improves airway team leader performance from multiple disciplines in managing high-acuity, low-occurrence airway hemorrhage.

A Scoping Literature Review of Simulation Training Program Curriculum Standards.

SUMMARY STATEMENT: Simulation educator training is well supported in the literature and endorsed by the Society of Simulation in Healthcare as well as the International Nursing Association for Clinical Simulation and Learning. Despite growth of domestic and international training programs, there is a lack of consensus regarding curriculum standards. Our aim was to identify core curricular components of comprehensive simulation training programs. A scoping literature review of all relevant publications from 2000 to 2020 was conducted using a 6-step design. A team of 10 multidisciplinary, international simulation educators independently reviewed all citations with discrepancies resolved by third-person review. Of the initial 320 identified unique publications, a total of 15 articles were included, all published within the last 6 years. Four themes were identified: domains (n = 6), competencies (n = 3), objectives (n = 8), and other characteristics (n = 3). The findings support a greater understanding of the core curricular content across simulation training programs to support standardization.