Dataset Information

Responding to a Respiratory Complication in the Recovery Room: A Simulation Case for Anesthesiology Students.

ABSTRACT:

Introduction

Postoperative respiratory complications have multiple etiologies, are commonly occurring, and are potentially life-threatening complications of anesthesia. Adverse outcomes associated with respiratory complications are a leading cause of injury-related malpractice claims in anesthesiology. Appropriate response to respiratory complications in the postanesthesia care unit (PACU) involves early intervention, development of a differential diagnosis, and an organized approach to respiratory support and patient disposition.

Methods

This simulation is designed for medical students, student nurse anesthetists, and junior resident physicians rotating clinically in anesthesiology. It is designed as a 1-hour, small-group, simulation-based learning activity centered upon a single patient encounter. It focuses on a postoperative encounter occurring shortly after a patient arrives in the PACU. The patient is recovering from a prolonged emergent upper abdominal surgery using an anesthetic associated with increased risk of respiratory complications, and has multiple risk factors for postoperative respiratory complications. This scenario is easily reproduced on modern simulation mannequins without specialized programming. The patient's vital signs are displayed and remain within normal limits, with the exception of the oxygen saturation and heart rate, which must be adjusted during the exercise.

Results

Learners provided evaluations of their experience with this simulation, and these appraisals and comments have been unanimously positive.

Discussion

We employed this exercise using an anesthesiology resident physician to proctor and debrief, a simulation technician to program and run the model, and a faculty anesthesiologist to mentor each session. We used this simulation case as an educational opportunity for medical students rotating clinically in our department.

SUBMITTER: Ellis TA

PROVIDER: S-EPMC6342152 | biostudies-literature | 2017 Jan

REPOSITORIES: biostudies-literature

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Publications

Responding to a Respiratory Complication in the Recovery Room: A Simulation Case for Anesthesiology Students.

Ellis Terry Allan TA Bracho David Otto DO Krishnan Sandeep S

MedEdPORTAL : the journal of teaching and learning resources 20170113

<h4>Introduction</h4>Postoperative respiratory complications have multiple etiologies, are commonly occurring, and are potentially life-threatening complications of anesthesia. Adverse outcomes associated with respiratory complications are a leading cause of injury-related malpractice claims in anesthesiology. Appropriate response to respiratory complications in the postanesthesia care unit (PACU) involves early intervention, development of a differential diagnosis, and an organized approach to ...[more]

PMID: 30800731

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Project description:Simulation sessions can produce high-fidelity emergency situations that facilitate the learning process. These sessions may also generate a complex stress response in the learners. This prospective observational study assessed psychological, physiological, immunological, and humoral levels of stress during high-fidelity simulation training. Fifty-six undergraduate medicine students who took part in a medical simulation session were assigned team roles (physician, nurse or assistant). Subsequently, each participant was assessed before the scenario (T0), after the procedure (T1), and two hours later (T2). Psychological stress and anxiety were measured at T0 and T1, using the State-Trait Anxiety Inventory (STAI) and Dundee Stress State Questionnaire (DSSQ). Cortisol, testosterone, secretory immunoglobulin class A (sIgA), alpha-amylase, and oxygen saturation level were measured at T0, T1, and T2, as was the physiological response indicated by heart rate (HR) and blood pressure (BP). It was found that the onset of task performance was related to increased anticipatory worry and higher oxygen saturation. The participants reported decreased worry, followed by increased emotional distress after the simulation training (T1). Participants trait anxiety predicted the intensity of worry, distress and task engagement. In contrast, no clear relationships were found between trait anxiety and biological stress markers. Testosterone levels were growing significantly in each phase of measurement, while physiological responses (BP, HR) increased at T1 and declined at T2. The levels of stress markers varied depending on the assigned roles; however, the trajectories of responses were similar among all team members. No evidence for prolonged cortisol response (T1, T2) was found based on psychological stress at the onset of simulation (T0). Regression analysis followed by receiver operating characteristics analyses showed uncertain evidence that initial state anxiety and worry predicted the levels of sIgA. Medical students are relatively resilient in terms of stress responses to medical simulation. The observed stress patterns and interrelationships between its psychological, physiological, hormonal, and immunological markers are discussed in accordance with theoretical concepts, previous research work, and further recommendations.

Project description:IntroductionThis activity is designed for midlevel and senior anesthesia trainees to experience the complexities of one-lung ventilation in pediatrics in a high-fidelity simulated environment. With the use of video-assisted thoracoscopic surgery (VATS) becoming increasingly common in pediatrics, we identified this area as an opportunity for the development of a dedicated educational simulation activity.MethodsOur simulated patient is a 3-year-old girl with empyema presenting for decortication via VATS who subsequently develops hypoxemia. The main challenges for the trainee include airway selection and insertion, lung isolation with fiber optic confirmation, and management of hypoxemia in the setting of one-lung ventilation. A pediatric medical simulator suitable for practicing resuscitation is required, and a tracheobronchial tree model is highly desirable. Basic knowledge of thoracic and pediatric anesthesia is required, but specific experience with pediatric lung isolation is not.ResultsLearners who experienced the content of this simulation expressed a strong sentiment of value. All pilot trainees were surveyed and indicated they either agree or strongly agree (4 or 5, respectively, on a 5-point Likert scale) that "This simulation enhanced my understanding of how to select lung isolation devices for pediatric patients" and "This simulation enhanced my understanding of how to manage hypoxia in context in one-lung ventilation." Comments were overall positive, including "I am better prepared to manage pediatric one lung ventilation cases."DiscussionAt the University of Iowa, this activity is part of a core curriculum of simulation training that resident physicians in anesthesiology experience during their training. It functions as a tool for education, evaluation, and self-identification of weaknesses in the learner's knowledge base as it relates to the perioperative management of pediatric one-lung ventilation, as well as for reinforcing material learned in the classroom and operating room. Numerous anesthesiology residents and faculty have pilot-tested this simulation, and necessary modifications have been made based on their feedback.

Dataset Information

Responding to a Respiratory Complication in the Recovery Room: A Simulation Case for Anesthesiology Students.

Introduction

Methods

Results

Discussion

Publications

Responding to a Respiratory Complication in the Recovery Room: A Simulation Case for Anesthesiology Students.

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