A deployable curriculum with 3D printed skills trainers for altered airway management

• Published in: BMC medical education Vol. 24; no. 1; p. 39
• Main Authors: Epperson, Madison V, Mahajan, Arushi, Sethia, Rishabh, Seim, Nolan, VanKoevering, Kyle, Morrison, Robert J
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 08.01.2024; BioMed Central; BMC
• Subjects: 3-D printers; 3D-printed; Airway (Medicine); Airway curriculum; Airway management; Analysis; Anesthesiologists; Anesthesiology; Behavioral Objectives; Critical care; Curricula; Education; Head & neck cancer; Health aspects; Interdisciplinary Approach; Knowledge; Laryngectomy; Medical education; Medical research; Medical students; Medicine, Experimental; Morbidity; Mortality; Ostomy; Otolaryngology; Patients; Pediatrics; Physiological aspects; Respiratory failure; Simulation; Skills; Statistical analysis; Task trainer; Tracheostomy; Tracheotomy; Training; Ventilation; Ventilators; United States; Airway curriculum; 3D-printed; Task trainer; Tracheostomy; Simulation; Laryngectomy
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-023-05013-6

Altered Airway Anatomy (AAA), including tracheostomies and laryngectomies, may represent an area of unease for non-Otolaryngology trainees, due to a lack of exposure, structured education, or dedicated training in altered airway management. Inability to effectively stabilize an altered airway is associated with significant risk of patient morbidity and mortality. This study aims to assess the efficacy of a concise curriculum using three-dimensional (3D) printed airway models for skill training in improving Anesthesiology trainees' competency in AAA management. A prospective cohort of 42 anesthesiology residents at a tertiary care institution were guided through a 75-min curriculum on AAA, including case discussion, surgical video, and hands-on practice with tracheostomy and laryngectomy skills trainers. Pre- and post- course surveys assessing provider confidence (Likert scale) and knowledge (multiple choice questions) were administered. Additionally, an observed skills competency assessment was performed. Self-perceived confidence improved from a summative score across all domains of 23.65/40 pre-course to 36.39/40 post-course (n = 31, p < 0.001). Technical knowledge on multiple choice questions improved from 71 to 95% (n = 29, p < 0.001). In the completed skills competency assessment, 42/42 residents completed 5/5 assessed tasks successfully, demonstrating objective skills-based competency. This study demonstrates an improvement in anesthesiology resident self-assessed confidence, objective knowledge, and skills based competency surrounding management of patients with AAA following a 75-min simulation-based curriculum.