Presented as a poster at Indiana Society of Anesthesiologists Annual Meeting 2021

Boyer, Tanna J.

Campbell, Natalie C.

Dahl, John P.

Mitchell, Sally A.

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Natalie C. Campbell, BA, MS4; Sally A. Mitchell, EdD, MMSc; John P. Dahl, MD, PhD, MBA; Tanna J. Boyer, DO, MS, CHSE, FASALessons Learned from Interdisciplinary Simulation with Pediatric Anesthesia Fellows and Otolaryngology Residents BackgroundMaterials and MethodsBenefits of SimulationDiscussionReferencesConclusionsSurvey Questionnaire• Poor interdisciplinary communication among healthcare providers is limiting patient care• The use of simple and explanatory language is preferred over more specific language and technical terms unique to a specialty• Stakes of miscommunication have been reported to be as high as 40% in some surgical environments, highlighting the influence communication has on both patient safety and general error2• We propose simulation as an effective learning tool to improve interdisciplinary communication• Provide both frequent and infrequent clinical scenarios• Low stakes environment• Control over the order of events• Time for frequent assessment and feedback3• Concrete and engaging involvement of learners• Associated with higher knowledge retention and higher rates of changed behavior compared to no intervention4• When: 2017—2018• How: Survey Monkey • Who:• 8 Pediatric Anesthesia Fellows (PGY5+)• 12 Otolaryngology (ENT) Residents (PGY2+)• Details:• Pre-survey agreement describing the intent of the data• Some questions asked for comparison of simulation with other common learning modalities • Lectures• Online lectures• Small group discussions/ PBLDs Practice quizzes• Fellow topic presentations 1. Overall, I find simulation to be a useful learning modality. Rating scale 0-1002. Simulation with the pediatric anesthesia fellows/ENT residents is a useful learning experience. Rating scale 0-1003. For ENT – Having real anesthesiologists increases the fidelity (realism) of our simulations. Rating scale 0-1004. For anesthesia – I prefer to do a simulation directed to me as the learner versus me playing the embedded participant (the anesthesiologist for ENT sims). Rating scale 0-1005. I wish we had time to do more simulation events. Yes, No, Maybe6. For ENT – By participating in simulations with the pediatric anesthesia fellows, I learned some useful things from the anesthesia perspective. Yes, No, Maybe7. For anesthesia – By participating in simulations with the ENT residents I learned some useful things.Yes, No, Maybe8. Please rank your preferred methods for teaching ENT resident/pediatric anesthesia fellow topics.Lecture, Online lecture, Simulation, Small group discussion/PBLD, Practice quiz, Fellow topic presentations9. If you prefer a mixture of the above learning modalities, what percent of each modality would be ideal for you? Lecture, Online lecture, Simulation, Small group discussion/PBLD, Practice quiz, Fellow topic presentations10. Would you have liked to learn how to design and run a simulation event as a resident/ fellow? Yes, No, Maybe11. I am practicing or planning on practicing in …  Academics, Private practice, Mixed practice with some learnersResults1. Dahm R, Byrne J, Wride MA. Interdisciplinary communication needs to become a core scientific skill. BioEssays. 2019;1(9):1900101.2. Nguyen N, Watson WD, Dominguez E. Simulation-based communication training for general surgery and obstetrics and gynecology residents. Journal of surgical education. 2019;76(3):856-63.3. So HY, Chen PP, Wong GK, Chan TT. Simulation in medical education. Journal of the Royal College of Physicians of Edinburgh. 2019;49(1):52-57.4. Cook DA, Hatala R, Brydges R, et al. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 2011;306(9):978-88.• Simulation identified as 2nd highest valued learning modality in both cohorts• ENT residents had strong preference for lecture (44%) in their curriculum • ENT residents overall valued the role of the in-person anesthesiologists, as opposed to simulated (81/100)• Pediatric anesthesia fellows identified their top 3 choices within 4% of each other• Healthcare providers early in their training may prefer more traditional learning modalities• Healthcare providers later in their training may prefer to learn by group discussions• Simulation was highly appraised as a learning tool for both ENT residents and pediatric anesthesia fellows at our institution • Differences in learning styles among the two specialties may indicate trends associated with specialty or individual cohort learning styles• Simulation can be used to improve and teach interdisciplinary communication• Early integration of structured interdisciplinary interactions into trainees’ curricula, as early as medical school, could help prevent interdisciplinary miscommunication• Further studies should examine the learning preferences of medical trainees and seek to build curricula to match each cohort and discipline's preference

Lessons Learned from Interdisciplinary Simulation with Pediatric Anesthesia Fellows and Otolaryngology Residents

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Lessons Learned from Interdisciplinary Simulation with Pediatric Anesthesia Fellows and Otolaryngology Residents

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