![]() The simulation training component was conducted at the College of Anaesthesiologists’ Simulation Centre, Dublin, Ireland, using a high-fidelity Operating Theatre Simulation Suite equipped with SimMan 3G (Laerdal Medical). Participants’ feedback in terms of perceived relevance to training requirements was obtained using a questionnaire following the simulation training. Completed individual tasks were scored by application of the weighting factor and the sum of all the weighted scores used to provide a total individual score. Tasks that were omitted or not completed successfully were scored as 0. For each performance in the simulator on the day of training and during the workplace assessment, tasks could therefore be assessed as successfully completed or not. The process generated a list of tasks for RSI based on final median scores from the expert group, each with a weight of importance ranging from 3 to 5. The content validity index ranged from 83 to 100% for each of the 37 tasks in the final scoring checklist this exceeds the 80% threshold suggested previously as a criterion for acceptable content validity. The content validity index of the final scoring system was determined by calculating the percentage of total items included in the checklist rated as either 4 or 5 by the experts. A consensus score of less than 3 resulted in the exclusion of a task from the checklist (for excluded parameters, see Appendix 1). Calculations were repeated and recirculated (round 3), and suggestions and modifications were introduced from the panel ( Appendix 1). Each expert had an opportunity to re-evaluate their scores. The information was then collected, and medians of the Likert scores and ranges for each task were calculated and distributed again (round 2) with the comments. The experts were also invited to suggest elimination, addition, or modification of tasks and to add comments (round 1). The experts were asked to rank the importance of each individual task on the 5-point Likert scale, weighted from 1 to 5 (not important, slightly important, moderately important, very important, and extremely important, respectively). 8, 9 This checklist was distributed to 6 experienced experts with expertise in simulation training and advanced airway management. The initial RSI checklist of technical and nontechnical tasks was compiled based on the relevant task descriptions and checklists available in the literature. Team communication (any/no anticipated airway issue) a Other (dental, beard, OSA, previous difficult intubation) The aims of our study were threefold: (1) to explore the effectiveness of a simulation program in the acquisition of competence in RSI for novice anesthesiology trainees, (2) develop an assessment scoring system (which could also function as a checklist) for trainees practicing RSI in the simulated operating theatre or performing RSI in the workplace, and (3) assess if this program met the participants’ (novice anesthesiology trainees) expectations in terms of their perceived training requirements. We hypothesized that delivery of a customized, high-fidelity simulation-based training program designed specifically for novice anesthesiology trainees would succeed in achieving retention of learning when assessed 4 weeks later in the workplace. 4 – 6Īlthough simulation-based training is an integrated component of anesthesiology training, no standardized, dedicated training in RSI currently exists. 4 The evidence that simulation is superior to instruction in skills acquisition is robust. Simulation-based training has been used as a tool to improve competence in technical procedures and nontechnical skills and the effective management of crisis situations. Studies of simulation over the last decade have demonstrated that simulation can enhance clinician capability, particularly in stressful situations. 1 In the context of the active phases of the current coronavirus disease 2019 pandemic, the Difficult Airway Society recommended RSI as the technique of choice for every intubation, underlining the key role of this competency for the novice anesthesiology trainee, who must assimilate the required range of cognitive, technical, and nontechnical skills for success. ![]() The rapid sequence induction (RSI) technique remains the technique of choice for emergency surgery to reduce the risk of regurgitation and aspiration.
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