A presentation by Owain Thomas at the 2017 meeting of the Scandinavian Society of Anaestesiology and Intensive Care Medicine.
All available content from SSAI2017: https://scanfoam.org/ssai2017/
Delivered in collaboration between scanFOAM, SSAI & SFAI.
Graduate teaching and training of urgent bedside management
1. Graduate teaching and training of urgent bedside management
OWAIN THOMAS MD MA(Cantab) PhD DESA
Specialist anaesthetist, Paediatric Anaesthesia and PICU, SUS Lund University Hospital, Sweden
Treasurer, Swedish Society of Anaesthesia and Intensive Care (SFAI)
National coordinator, 3 day course in Anaesthetic Emergencies sponsored by The Swedish Society of Junior Anaesthetists (SYA)
odt@cantab.net 7/September/2017
2.
3.
4. Flin R, Maran N. Basic concepts for crew resource management and non-technical skills.
Best Pract Res Clin Anaesthesiol. 2015 Mar;29(1):27-39.
What is graduate training?
5. What is graduate training after completion of ST?
Collegial feedback
Formal courses
Reading scientific
journals and
books
Participation in clinical
research
Adapting placements after log-
book / own needs
Enough time to learn from
colleagues Case discussion
Presenting at
departmental meeting
Development plan
Study visit
E-learning
Clinical work
Training in a simulated
environment
SFAI CME Committee 2016
How can anaesthetists prepare themselves for
critical situations?
6. May 2012 Swedish Society of Junior Anaesthetists’ Spring Meeting, Nösund
October 2013 First 3 day course in Anaesthetic Emergencies in Lund
7. Goals of 3 day course in Anaesthetic Emergencies
8. Structure of 3 day course in Anaesthetic Emergencies
Before the
course
Read the course manual
Complete a factual pretest
During the
course
-Introductory morning: background to
simulation, debriefing and CRM.
-8 full scale simulations + debriefing (45+45’)
-Airway workshop (90’)
-Short factual lectures
-Social event on first evening
At end of
course
Post-test (factual)
“Flipped classroom”
Factual information can be
read at home before the
(hopefully) high-yield learning
experience“Multimodal teaching styles”
Mixture of lectures – case
discussions – skills workshop –
simulation - debriefing
“Social learning environment”
Try to create optimal conditions for
collegial feedback. Encourage
constructive group dynamics.
“Exam pressure but probably not
performance in stress pressure”
Controversial whether learning is
impeded by using simulations as
exams.
9. Chapters in course manual for
Anaesthetic Emergencies
Preparation before anaesthesia
and transport
Airway
Cardiac disease in the non-
cardiac patient
Structured approach
Circulatory failure
Peroperative hypertension
Abnormal capnography,
ventilation and hypoxia
Peroperative arythmia
Anaesthesia and cardiac arrest
Massive haemorrhage
LAST
MH
Anaphylaxis
Electrolyte diatheses
Obstetric crises
The intoxicated patient
10. Debriefing
Participants formulate their own goals for
improved performance when they return home:
“One small improvement is better than no
improvement at all”
Pragmatic teaching attitude. Perhaps not
applicable to medical students?
11.
12. AE 118
Group A Group B Group A Group B Group A Group B
0745
Introduction OT/CR
0830 Why? Cri Simulation Simulering Simulering
0855 How? - Sim Room 2 Sim Room 1 Sim Room 2
0915 Debriefing OT - -- PWe --
0925 Tour Cri/PW/-/-
CRI/PW
1005 Coffee
Simulation Simulation Simulation
PW/OT Sim Room 1 Sim Room 1 Sim Room 2
PWe - PWe --
Group A Group B Cri/PW/-/-
- -
Simulation Simulation
Sim Room 1 Sim Room 2 Simulering Simulering Simulation Simulation
Sim Room 2 Sim Room 1 Sim Room 2 Sim Room 1
-- PWe -- PWe
Simulation Simulation
Sim Room 2 Sim Room 1 Simulering Simulering
-- PWe Sim Room 2 Sim Room 1
-- PWe
PW/OT
Lunch
Change before 1300!
Posttest
OT15
14
17
Coffee
CRM exercise
Coffee during debriefing
13
16
Check-out
Feedback
Coffee during debriefing
Faculty meeting
Check-out, feedback
Faculty meeting
When and where is
course dinner?
Faculty meeting
18
Participant timetable
KS Huddinge 31/10-2/11/2017
Cri/PW
1015 Coffee
Coffee
Airway
workshop
Day 3
Coffee
Check-in
Circulatory collapse
1015 Coffee
Day 1 Day 2
8
9
Coffee, registration
Airway algorithms
-
0815 Systemmatic approaches
Simulation
Check-in
Airway
workshop
10
11 1100 Own cases
-
1150 Lunch
Lunch12
Change before 1245!
Change before 1300!
1020 CRM and tools for
debriefing
2 participant groups consisting of
12 anaesthetist participants
4 nurse anaesthetist participants
2 instructor groups consisting of
1 senior anaethetist
1 anaesthetist skilled at simulation
1 technician, nurse or anaesthetist skilled at simulation
1 course leader
Strict time-discipline is required
Which is possible on a 3 day course
Simulation is labour-intensive
Which makes it expensive
13. “Protocollize if possible” and make
small improvements frequently
Standard documents and material
reduce the workload before each
course and can be improved.
Encourage exchange of teachers /
facilitators / instructors
3 day course in anaesthetic emergencies has now
been held 15 times (the 16th time will be in
English with faculty and participants from
Sweden, Iceland and Finland).
14. “Flipped classroom”
Factual information can be read at home
before the (hopefully) high-yield
learning experience
“Multimodal teaching styles”
Mixture of lectures – case discussions – skills
workshop – simulation - debriefing
“Social learning environment”
Try to create optimal conditions for collegial
feedback. Encourage constructive group
dynamics.
“Exam pressure but probably not
performance in stress pressure”
Controversial whether learning is impeded
by using simulations as exams.
“One small improvement is better than no
improvement at all”
Pragmatic teaching attitude. Perhaps not
applicable to medical students?
Strict time-discipline is required
Which is possible on a 3 day course
Simulation is labour-intensive
Which makes it expensive
“Protocollize if possible” and make frequent
small improvements
Standard documents and material reduce the
workload before each course and can be
improved.
Encourage exchange of teachers / facilitators
/ instructors
1 what is graduate training, particularly in the context of anaesthetic emergencies.
2 How our national course in this subject came about
3 I’ll describe to you how the course is organized and try to pick out relevant aspects /points for training of medical students in the same subject. Similarities and differences between anaesthetists and nurse anaesthetists and medical students.
-Specialist training – 5 years after full registration – is very well specified – both by LAW (Board of Health and Welfare) and recommendation by our national society’s working group for ST (KVAST).
-Very clear what skills and knowledge trainees in anaethesia are meant to learn.
-Problem is that the means of learning these skills is limited and regionally varied.
Eg some health authorities offer an organized programme eg Gothenburg where I believe there are several steps that all trainees go through.
Others – no formalized preparation for critical incidents.
Possible to do ‘at home’
Reading, e-learning, case discussions
Courses
ATLS, European Trauma Course, one day simulation courses
Good – how much they give depends on level of participants and what you want to learn.
I had just come back from New Zealand where the course called Emergency Management of Anaesthetic Crises.
I was also coming to the end of my specialist training -> extra interested.
Working, cooperating and leading in crisis situations: eg LMA anaphylaxis. Airway swells up and they have a hypoxic cardiac arrest. It’s obviously important to secure the airway at the same time as CPR as soon as the the patient loses circulation. Delay noticing / realizing that CPR must be done and the discussion when the group realizes after the simulation that they had asystoli for 2 minutes might be what they facilitators decide to focus the debriefing on. Who was in charge? How could they have made sure they noticed etc.
Difficulty is that creating that CRM gem might require 15 minutes of routine induction and 10 minutes of working up to it, which is not realistic if you have a class of 50 medical students to get through. (also the debriefing can take ages)
+ long term aims.
Discrepancy between what instructors and participants think is important to learn.
Discrepancy between what instructors and participants think is important to learn.
Material is available on web site.
Now: syringe labels preprinted so that preparation of cases is more efficient.