Creation of Simulation-Based Curriculum of Perioperative Emergencies for Residents in Anesthesiology

Abstract

Introduction: Crisis management is difficult to practice and evaluate for resident learners and leadership given the rarity of these events in clinical practice. However, simulation provides a medium to bridge this gap. We identified a need for simulation in our anesthesiology residency program to help residents learn to treat perioperative emergencies. Objective: To describe the process of curriculum development, content, and early outcomes of a simulation-based curriculum for the management of perioperative emergencies for all levels of anesthesiology learners. Materials and methods: Curriculum development began in the Spring of 2019 and simulations began in August 2019. All anesthesiology residents rotating at a single center through December 2020 were eligible. Each resident was given their own simulation scenario detailing a specific perioperative emergency and then debriefed as a group afterward. All residents participating in the scenario were given a post-simulation survey assessing the value of the educational experience, relevance to their level of training, and quality of learning environment. Results: Out of 90 eligible residents, 79 participated in the study (87%). Overall, 100% of participants completed the post-simulation survey; 100% of residents reported that the curriculum was useful to their education; 98% of residents reported that the curriculum was relevant to their training level; 99% of residents reported that the simulation was an engaging learning experience. Conclusion: A simulation-based curriculum of perioperative emergencies for anesthesiology residents is feasible to implement, viewed as worthwhile by trainees, and can foster education in a different learning environment.