|SEAd Grant Recipients|
Working Memory Interruptions and Errors in Anesthesiology: A Randomized, Controlled, Simulation-Based Study
Ashley Szabo Eltorai, MD
Anesthesiology requires the execution of numerous individual tasks with meticulous attention to detail, while simultaneously performing constant surveillance of the patient and operating room environment and immediately responding to any issues. When multiple tasks are pending, anesthesiologists rely upon working memory to ensure that all remain in queue and are accomplished accurately. “Working memory” refers to the combination of short-term memory and other processing mechanisms that enables the planning and execution of tasks. Though the duration of short-term memory is thought to be 15-30 seconds, items are retained longer, and even transferred to long-term memory, through rehearsal. If rehearsal of new information is actively prevented, then information rapidly escapes from memory. Since anesthesiologists are frequently subjected to interruptions in working memory as changes in patient condition and operating room environment arise continuously, minimizing these interruptions should be a paramount concern in the pursuit of quality improvement. For an anesthesiology resident still in training, the impact of working memory interruptions may be especially substantial, so modifying the operating room environment accordingly may be especially critical for the optimization of both resident education and patient safety.
This randomized, controlled, simulation-based study involves subjects of all anesthesiology training levels, from residents to fellows to junior and senior faculty. During an orthopedic surgery case occurring in a simulated operating room, subjects are asked by the surgeon to administer a certain bolus and infusion dose of tranexamic acid, and the primary outcome measure is whether or not the correct dose is both drawn up into the fluid bag and programmed into the infusion pump, plus the amount of time required. The independent variable is the presence of distracting scenarios pertaining to equipment unavailability, activating music, and surgeon complaints communicated to the anesthesiologist in a manner consistent with anger. In the control scenario, none of the above distractors will exist. Subjects will serve as their own controls (randomized counterbalance design), since inter-individual variability in cognitive processing is substantial.
The primary hypothesis is that the presence of distractors will be associated with a significantly higher error rate and higher amount of time required for those who do successfully draw up and administer the correct dose of tranexamic acid, and that the difference will be greatest among junior anesthesiology residents, thus substantiating the importance of minimizing environmental distractors for trainees in the operating room.
Project Pandemic – Efficient and Effective Teamwork and Communication Skills Training Using a Tabletop Game
Cindy M. Ku, MD
High quality teamwork is critical throughout medicine, particularly in fast-paced, high-stakes perioperative environments. High-fidelity simulation has been the predominant education modality for nontechnical skills and team training, within both individual specialties and interdisciplinary health professional education. However, broad utilization of high-fidelity simulation has significant economic, labor and facility barriers. The use of low-fidelity collaborative board games for teaching nontechnical skills has been reported in medical education. We hypothesize that essential nontechnical skills, such as communication and teamwork, can be efficiently and effectively developed in anesthesia trainees using a game-based education intervention in a nonclinical, classroom setting. This study takes a mixed methods approach to assess and compare the impact of game-based intervention and simulation training on building teamwork skills. The approach consists of the following: 1) trainees’ self-assessment preand post-intervention (game or simulation); 2) observers’ ratings of team interactions on recorded video; 3) focus groups of trainees after each intervention; and 4) interval clinical observations of trainees in the clinical setting. Using previously validated self-assessment and observer instruments along with structured debriefing and focus group sessions, this mixed methods or multipronged approach allows for a comprehensive view of how game-based intervention and simulation training compare in their effectiveness on teaching teamwork skills.
Residents as Teachers: Effect of a Patient Education Strategy on Resident Self-Efficacy and Maternal Outcomes (The EDUCATE Study)
Katherine "Grace" Lim, MD
Resident physician anesthesiologists have lifelong roles as teachers and leaders. Therefore, the importance of effectively training our residents how to teach is apparent. Furthermore, while much of the focus of residents as teachers is centered on peer and medical student education, the resident physician’s role in educating their patients is often overlooked. Patient education is important because it improves compliance with treatment plans, has been shown to improve patient outcomes and satisfaction, and attenuates malpractice risk. For anesthesiology residents, communication with patients is particularly highlighted on the obstetric anesthesiology subspecialty rotation. Here, the initiation and management of labor epidural analgesia requires that an anesthesiology resident be adept at establishing and managing patient expectations, and at teaching patients optimal pain management strategies, all within the challenging setting of childbirth. In this context, we propose a prospective, randomized control study in which we: 1) train anesthesiology residents on their subspecialty obstetrical anesthesia rotation how to educate patients on the optimal use of patient-controlled labor epidural analgesia, and the expectations thereof; 2) measure the effect of this teaching intervention on educational outcomes, including resident self-efficacy for patient education; and 3) measure the effect of this teaching intervention on clinical outcomes, including total local anesthetic consumption, patient satisfaction, and maternal symptoms of psychological stress.