Study | Didactic Sessions | Simulation Scenarios and Feedback |
---|---|---|
Washington, USA Group | No formal lectures Faculty demonstration prior to each skill station Faculty led case-based exercise exploring common OHNS call scenarios with discussion facilitated by electronic audience response systems | Two team simulation scenarios:  Hematoma with airway obstruction after thyroid surgery  Angioedema resulting in airway obstruction Faculty-led debrief sessions immediately after simulation designed to address communication, teamwork, decision making, and technical skills |
Canadian Group | No formal lectures 1-h task trainer exercises were provided with faculty supervision and instruction if necessary Interactive panel discussion on 16 common emergency clinical scenarios | Two high-fidelity emergency scenario simulations:  Post-thyroidectomy hematoma  Facial trauma (Facial fracture with difficult oral intubation) Group and individual feedback with faculty post-simulation with video recording |
UK Group | Focused lectures in small group organized in two parts:  1. Formal didactic training delivered covering basic systematic assessment of the critically ill patient using ALS and ATLS guidelines  2. Common OHNS topics: airway management, head and neck, rhinology, otology, audiology, pediatric, operations and perioperative care, and radiology For practical skills sessions participants received hands-on instruction from faculty on task trainers | Five teamwork simulation sessions:  Airway obstruction  Epistaxis and resuscitation  Post-tonsillectomy bleed  Neck Trauma  Post-laryngectomy care Each candidate worked through scenario as either leader or assistant with faculty guidance if needed. Performance videotaped and structured feedback was provided by faculty after sessions |
New York, USA Group (NYU) | Formal didactic and video lectures delivered by faculty covering airway evaluation and management with emphasis on difficult airways | Six difficult airway cases designed to test team performance (no details) Team debrief post simulation. Video recorded sessions were randomized and analyzed by three academic OHNS staff on four domains: preparation, clinical reasoning, knowledge, and non-technical skills |
New York Group (AECM) | eaching organized into formal didactic sessions and technical skills development Ten, two-hour didactic lectures were offered by attending physicians which covered: introduction to the operating room and basic instruments, flexible laryngoscopy, bronchoscopy, tracheostomy, epistaxis management, laser safety, and subspecialty specific orientations (head and neck, rhinology, and otology) | Eight total simulations falling in to three categories:  Airway simulation. Scenarios included: angioedema, laryngospasm, trismus, and oropharyngeal bleeding  Epistaxis and bleeding neck simulation. Scenarios included: anterior nasal bleed, posterior nasal bleed, expanding hematoma  Team based simulation scenarios. Scenarios included: dislodged tracheostomy tube, post-obstructive pulmonary edema, postoperative stroke, postoperative safe handoff, malignant hyperthermia, epiglottitis, and loss of airway Faculty observed trainees during simulation for demonstration of clinical skills, critical thinking, situational awareness, professionalism, and effective communication. Follow simulations trainees were debriefed on their performance |
Ecuador Group | Formal didactic lectures in part of the first half of each day that covered: a review of relevant anatomy, disease processes, facial analysis, and surgical management for each scenario. The second half of the day was spent in live surgery training Residents were also given a flash drive with reading materials, lectures and videos to review | In part of the first half of the day, time was spent practicing pertinent facial analysis and participating in three simulations:  Microtia  Nasoseptal deformities  Facial paralysis  Residents performed while being observed by visiting surgeons and received instruction if necessary. If a resident missed part of the sessions, material was reviewed with them separately. Residents were instructed on proper photo documentation for rhinoplasty as well as intraoperative record keeping with Gunter diagrams |
California, USA Group | No formal didactic lectures Used cadaveric task trainers in the morning to teach procedural skills followed by simulation-based curriculum in the afternoon | Simulations used included:  Airway fire during tracheostomy  Pediatric respiratory code during airway evaluation  Dislodged pediatric tracheostomy tube in the ICU  Angioedema in the emergency department with the inability to intubate or ventilate The task trainers and simulations were run by faculty from the participating institutions |