TY - JOUR
T1 - Multidisciplinary Difficult Airway Course
T2 - An Essential Educational Component of a Hospital-Wide Difficult Airway Response Program
AU - Leeper, W. Robert
AU - Haut, Elliott R.
AU - Pandian, Vinciya
AU - Nakka, Sajan
AU - Dodd-O, Jeffrey
AU - Bhatti, Nasir
AU - Hunt, Elizabeth A.
AU - Saheed, Mustapha
AU - Dalesio, Nicholas
AU - Schiavi, Adam
AU - Miller, Christina
AU - Kirsch, Thomas
AU - Berkow, Lauren C
N1 - Funding Information:
Dr Haut is a primary investigator of a research grant (1R01HS024547) from the Agency for Healthcare Research and Quality (AHRQ) titled “Individualized Performance Feedback on Venous Thromboembolism Prevention Practice.” Dr Haut is a primary investigator of 2 contracts (CE-12-11-4489) from the Patient-Centered Outcomes Research Institute (PCORI) titled “Preventing Venous Thromboembolism: Empowering Patients and Enabling Patient-Centered Care via Health Information Technology.” (CE-12-11-4489) and “Preventing Venous Thromboembolism (VTE): Engaging Patients to Reduce Preventable Harm from Missed/Refused Doses of VTE Prophylaxis” (DI-1603-34596). Dr Haut receives royalties from Lippincott, Williams, & Wilkins for a book—“Avoiding Common ICU Errors.” Dr Haut is a paid consultant and speaker for the “Preventing Avoidable Venous Thromboembolism—Every Patient, Every Time” VHA IMPERATIV Advantage Performance Improvement Collaborative. Dr Haut was the paid author of a article commissioned by the National Academies of Medicine titled “Military Trauma Care’s Learning Health System: The Importance of Data-Driven Decision-Making” which was used to support the report titled “A National Trauma Care System: Integrating Military and Civilian Trauma Systems to Achieve Zero Preventable Deaths After Injury.”
Funding Information:
The authors thank Dr Mark Rossberg for his pioneering work on The Johns Hopkins Hospital comprehensive difficult airway program. Mark was an outstanding pediatric anesthesiologist and had a major leadership role in defining the way that pediatric difficult airways are managed at our hospital. Mark's death in 2011 was an immeasurable loss to the Johns Hopkins community, and it is in his honor that we renamed the course described in this article as the Mark Rossberg Memorial Multidisciplinary Difficult Airway Course after his untimely passing.
Publisher Copyright:
© 2018 Association of Program Directors in Surgery
PY - 2018/9/1
Y1 - 2018/9/1
N2 - Objective: A hospital-wide difficult airway response team was developed in 2008 at The Johns Hopkins Hospital with three central pillars: operations, safety monitoring, and education. The objective of this study was to assess the outcomes of the educational pillar of the difficult airway response team program, known as the multidisciplinary difficult airway course (MDAC). Design: The comprehensive, full-day MDAC involves trainees and staff from all provider groups who participate in airway management. The MDAC occurs within the Johns Hopkins Medicine Simulation Center approximately four times per year and uses a combination of didactic lectures, hands-on sessions, and high-fidelity simulation training. Participation in MDAC is the main intervention being investigated in this study. Data were collected prospectively using course evaluation survey with quantitative and qualitative components, and prepost course knowledge assessment multiple choice questions (MCQ). Outcomes include course evaluation scores and themes derived from qualitative assessments, and prepost course knowledge assessment MCQ scores. Setting: Tertiary care academic hospital center Participants: Students, residents, fellows, and practicing physicians from the departments of Surgery, Otolaryngology Head and Neck Surgery, Anesthesiology/Critical Care Medicine, and Emergency Medicine; advanced practice providers (nurse practitioners and physician assistants), nurse anesthetists, nurses, and respiratory therapists. Results: Totally, 23 MDACs have been conducted, including 499 participants. Course evaluations were uniformly positive with mean score of 86.9 of 95 points. Qualitative responses suggest major value from high-fidelity simulation, the hands-on skill stations, and teamwork practice. MCQ scores demonstrated significant improvement: median (interquartile range) pre: 69% (60%-81%) vs post: 81% (72%-89%), p < 0.001. Conclusions: Implementation of a MDAC successfully disseminated principles and protocols to all airway providers. Demonstrable improvement in prepost course knowledge assessment and overwhelmingly positive course evaluations (quantitative and qualitative) suggest a critical and ongoing role for the MDAC course.
AB - Objective: A hospital-wide difficult airway response team was developed in 2008 at The Johns Hopkins Hospital with three central pillars: operations, safety monitoring, and education. The objective of this study was to assess the outcomes of the educational pillar of the difficult airway response team program, known as the multidisciplinary difficult airway course (MDAC). Design: The comprehensive, full-day MDAC involves trainees and staff from all provider groups who participate in airway management. The MDAC occurs within the Johns Hopkins Medicine Simulation Center approximately four times per year and uses a combination of didactic lectures, hands-on sessions, and high-fidelity simulation training. Participation in MDAC is the main intervention being investigated in this study. Data were collected prospectively using course evaluation survey with quantitative and qualitative components, and prepost course knowledge assessment multiple choice questions (MCQ). Outcomes include course evaluation scores and themes derived from qualitative assessments, and prepost course knowledge assessment MCQ scores. Setting: Tertiary care academic hospital center Participants: Students, residents, fellows, and practicing physicians from the departments of Surgery, Otolaryngology Head and Neck Surgery, Anesthesiology/Critical Care Medicine, and Emergency Medicine; advanced practice providers (nurse practitioners and physician assistants), nurse anesthetists, nurses, and respiratory therapists. Results: Totally, 23 MDACs have been conducted, including 499 participants. Course evaluations were uniformly positive with mean score of 86.9 of 95 points. Qualitative responses suggest major value from high-fidelity simulation, the hands-on skill stations, and teamwork practice. MCQ scores demonstrated significant improvement: median (interquartile range) pre: 69% (60%-81%) vs post: 81% (72%-89%), p < 0.001. Conclusions: Implementation of a MDAC successfully disseminated principles and protocols to all airway providers. Demonstrable improvement in prepost course knowledge assessment and overwhelmingly positive course evaluations (quantitative and qualitative) suggest a critical and ongoing role for the MDAC course.
KW - Interpersonal and Communication Skills
KW - Medical Knowledge
KW - Patient Care
KW - Practice-Based Learning and Improvement
KW - airway management
KW - clinical competency
KW - difficult airway
KW - multidisciplinary
KW - simulation
KW - surgical training
UR - http://www.scopus.com/inward/record.url?scp=85045006169&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85045006169&partnerID=8YFLogxK
U2 - 10.1016/j.jsurg.2018.03.001
DO - 10.1016/j.jsurg.2018.03.001
M3 - Article
C2 - 29628333
AN - SCOPUS:85045006169
SN - 1931-7204
VL - 75
SP - 1264
EP - 1275
JO - Journal of surgical education
JF - Journal of surgical education
IS - 5
ER -