High-Fidelity Simulation for Emergency and Difficult Airway Management Training in Novice Learners

Abstract

Emergency airway and difficult airway management scenario with high-fidelity simulator as a teaching-learning tool for novice simulation-based learners

Authors: Chompoonik Jiemjitpolchai, Darika Thanbuasawan

Author institution: Sawanpracharak Medical Education Center, Nakhon Sawan, Thailand

Introduction

Emergency airway management presents a significant challenge for medical students, demanding critical skills with limited opportunities for real-world practice on live patients. Simulation-based medical education offers a valuable platform for acquiring knowledge, skills, and appropriate attitudes across all healthcare professions. This study aimed to evaluate the efficacy of a high-fidelity simulator-based training program in enhancing emergency and difficult airway management skills among novice learners.

Methods

Twenty-nine fifth-year medical students enrolled in an anesthesiology course participated in this study. All students were novices in high-fidelity simulation-based learning (SBL) and had no prior experience with intubation in real-life emergency airway situations. Prior to SBL, students received lectures and basic intubation training with part-task simulation under instructor guidance. A pre-test was administered one day before the SBL session. Two scenarios were designed: emergency airway management and difficult airway management. All students were divided into 16 leaders and 13 participants. Upon completion of the SBL program, all students underwent a post-test and completed a questionnaire.

Results

The mean knowledge score was significantly higher in the post-test compared to the pre-test (9.9±0.4 VS 9.28±1.0, p-value<0.05). This study revealed no significant differences in student opinions regarding the pre-brief, scenario running, and debrief sections between the leader and participant groups. The leader group perceived SBL with a high-fidelity simulator as a teaching-learning tool that was a more primary driver of learning, emphasizing the importance of holistic thinking and demonstrating greater enjoyment compared to the participant group. There was no difference in the amount of knowledge acquired by both groups.

Conclusion

Teaching SBL in emergency airway management using a high-fidelity simulator resulted in higher average scores for both the leader and participant groups of novice students. The leader group perceived this method as more effective in stimulating learning, emphasizing its ability to make learning enjoyable and foster comprehensive thinking compared to the perspective of the participant group. Novice students strongly recommended the integration of this method into future educational practices, suggesting its potential applicability across various subject areas. Teachers should apply the outcomes of this study to utilize high-fidelity simulators to improve emergency situation teaching.