Harry Owen

Errors and omissions in anesthesia: a pilot study using a pilot's checklist

There are recent concerns that anesthesiologists are becoming less skilled in providing general anesthesia for Cesarean delivery. We considered whether a verbal checklist would help in the preparation for this event. We created a list of items to be checked when preparing to administer general anesthesia for a Cesarean delivery using expert opinion. This list was loaded onto an electronic checklist system with voice prompts and tested on 20 anesthesiologists using a high-fidelity anesthesia simulator. Participants omitted to check a median of 13 (range, 7–23) of 40 items. Common omissions included not checking that the difficult intubation trolley was available and not optimizing the patient’s head position. Most (95%) participants felt that the checklist was useful and 80% would like to use it for practicing simulated scenarios; 60% preferred a written checklist and 40% preferred the verbal checklist. Important checks may be forgotten when preparing to give a general anesthetic for Cesarean delivery, and the use of a checklist could improve patient safety.

Improving learning of a clinical skill: the first year's experience of teaching endotracheal intubation in a clinical simulation facility

Background  All medical practitioners should be able to manage the airway of an unconscious patient. Endotracheal intubation is the most effective method of securing the airway but is a complex skill requiring much practice. Traditionally, endotracheal intubation has been taught on patients, but this is not ideal.

Learning on a simulator does transfer to clinical practice

AIM OF THE STUDY Cricoid pressure is recommended during positive pressure ventilation CPR and during anaesthesia when there is a risk of regurgitation. Studies suggest that cricoid pressure is frequently applied incorrectly placing patients at risk of regurgitation. Simulation training has been shown to improve the performance of cricoid pressure on a simulator, but whether simulation training improves the clinical performance of cricoid pressure was unknown. The aim of our study was to determine if simulator training improved the clinical performance of cricoid pressure. METHODS 101 medical students and nursing staff were recruited and randomised to receive cricoid pressure simulator training with or without force feedback. Subjects then applied cricoid pressure to an anaesthetised patient while standing on a force plate. The main outcome measure was the number of subjects who applied a mean force of 20-30N during their trial. RESULTS Significantly more subjects (20/53, 38%) in the feedback group applied force in the appropriate range (20-30N) compared to the control group (9/48, 19%) (p=0.035, chi square test). The feedback group applied significantly higher forces than did the control group (p=0.029, Mann-Whitney U test). CONCLUSION Simulation training with force feedback significantly improved the performance of cricoid pressure in the clinical setting. Simulation training should be used more frequently to train and maintain resuscitation skills.

Learning endotracheal intubation in a clinical skills learning center: a quantitative study.

This study aimed to develop statistical models describing the learning of endotracheal intubation (ETI). We collected data from 100 subjects undergoing ETI training with intubatable medical models and manikins (airway trainers). Trainees initially viewed a video about ETI and an instructor demonstrated the technique. Subjects then made up to 17 supervised trials. Each trial was scored as a success or failure; this score was the primary outcome used in analyses. Random effects and population-averaged logit models, and a learning model intended to quantify the relative contributions of failed and successful trials to the learning process, were fitted to the data. The logit models provided evidence of differences in difficulty between different airway trainers and differences in success rate related to previous ETI experience. Trainees became familiar with an airway trainer after multiple trials, as demonstrated by a 50% decrease in the odds of successful ETI when starting on a new trainer. The learning model indicated that a trainee learns about as much from 1 successful ETI as from 12 (95% confidence interval, 2–23) failed trials. The results demonstrate the feasibility of statistical modeling of the learning of ETI and provide insight into the learning process.

Morphine patient-controlled analgesia is superior to meperidine patient-controlled analgesia for postoperative pain

The choice between morphine and meperidine for postoperative pain is usually based on the preference of the prescriber, as few objective comparative data are available.This blind, randomized study compared the efficacy and side effects of morphine and meperidine administered by patient-controlled analgesia (PCA) for postoperative pain. One hundred two consenting patients scheduled for major abdominal surgery were randomly assigned to receive PCA with morphine (0.75, 1.0, or 1.5 mg bolus dose size) or meperidine (9, 12, or 18 mg) for pain control. Postoperative assessments included pain at rest and on sitting, nausea, unusual dreams, the Multiple Affect Adjective Check List (a measure of mood), and the trailmaking tests A and B (measures of ability to concentrate). Pain on sitting (P = 0.037) but not pain at rest (P = 0.8) was significantly less in patients receiving morphine. Meperidine use was associated with poorer performance in the trailmaking tests and a greater incidence of dryness of the mouth. Severity of nausea, mood, and incidence of unusual dreams did not differ significantly between drugs. We conclude that meperidine should be reserved for those patients in whom morphine is judged inappropriate. (Anesth Analg 1997;84:794-9)

Early use of simulation in medical education.

An oft-cited belief that, until recently, simulators used in education of health care professionals were simple models is wrong. Hundreds of years ago and, in one instance, thousands of years ago, intricate models were used to help teach anatomy and physiology and in training in obstetrics and many surgical disciplines. Simulators were used to learn skills before performing them on patients and in high-stakes assessment. The newest technologies were often used in simulators to improve fidelity. In the 18th century, obstetric simulators could leak amniotic fluid, and blood were used to train midwives and obstetricians to recognize and manage complications of childbirth. Italy was the major source of simulators early in the 18th century, but in the 19th century, dominance in clinical simulation moved to France, Britain, and then Germany. In comparison, much of the 20th century was a “dark age” for simulation.

Evaluation of the influence of movement on saturation readings from pulse oximeters

This study aimed to develop a protocol for assessing the influence of movement on oxyhaemoglobin saturation readings from pulse oximeters. Thirty‐six volunteers took part in the study. In each volunteer, each hand was monitored by both a Nellcor N200 oximeter using a disposable probe and by a Datex Satlite DS103 oximeter using a clip‐on finger probe. Volunteers made five standardised movements during which output was recorded from all four oximeters. All movements were associated with apparent decreases in oxyhaemoglobin saturation which were statistically significant for two movements with the Nellcor equipment and for four movements with the Datex equipment. Movement was associated with increases in the magnitude of pulse amplitude, but this was not quantitatively associated with magnitude of artefactual changes in saturation. Use of this standardised movement protocol allows quantification of movement artefact from pulse oximeters and should facilitate the development of equipment less affected by movement.

Assessing proficiency in adult basic life support: student and expert assessment and the impact of video recording

Self-assessment is an important aspect in the development of lifelong learning skills for medical students, crucial to maintaining a high level of competence in practice. Basic Life Support (BLS) is a skill that all health professionals must acquire and maintain competence in. This paper reports data from a study of 95 first-year graduate entry medical students at Flinders University in Australia, determining how well the students could assess their own BLS performance. These students were videotaped performing a short CPR scenario using a Resusci®Anne with SkillReporter™ (Laerdal, Norway). Using a six-point descriptive ratings scale, students graded themselves twice: once immediately after completing the task, and again after viewing a video of their performance. A single expert assessor viewed all the video recordings and, based on International Liaison Committee on Resuscitation (ILCOR) Guidelines, graded the students using the same scale. The hypothesis was that the intervention of viewing their performance on video would improve the correlation of their ratings with the expert assessor. The results showed that the students’ assessments did not agree with the expert assessor either before (weighted κ = 0.03) or after seeing the video (weighted κ = 0.002). Possible reasons, including student attitudes and lack of benchmarking, are discussed. Self-assessment skills of students warrant further attention.

GREAT simulation debriefing.

who had interesting neurological conditions, were recruited for our annual course. Each course was held over a day, with two 3-hour sessions (morning and afternoon). A total of 40–45 patients were divided into 2 groups for the morning and afternoon sessions, the earlier session dedicated to teaching and the later session to a mock clinical examination. Candidates were divided into groups of 4, and rotated through 6 accredited neurologist tutors. Videotaped vignettes were utilised during a lunchtime session to supplement the course. This allowed the teaching faculty to discuss and present cases (e.g. rare diseases, unusual signs or signs which were ephemeral) which could not otherwise have been shown during the clinical sessions. Evaluation of the results and impact A total of 51 (75%) candidates provided evaluation data, and their responses were overwhelmingly positive. Respondents rated the course at good and very good in all parameters assessed (comprehensive coverage of the examination syllabus, organisation and execution, relevance to the intended examination and perceived benefit); 65% of the candidates rated the above parameters as very good, 30% as good and 5% as average. None rated the course as poor. They viewed the range of clinical cases, opportunities for examiners’ critiques and hands-on clinical experience, organisation and facilitators’ enthusiasm as contributing towards a major positive learning experience. Since its inception in 2003 the course has proved to be popular with candidates preparing for postgraduate examinations in internal medicine, paediatrics and family medicine. The positive responses of participants demonstrate that, with careful planning and preparation, it is possible to organise such clinical courses effectively. This annual course is unique, as there are very few published descriptions of similar workshops in the literature.

A Comparison of Variable-Dose Patient-Controlled Analgesia with Fixed-Dose Patient-Controlled Analgesia

We examined the effect on the quality of analgesia and side effects of increasing the patient control component of morphine patient-controlled analgesia (PCA) by offering the patient a choice of bolus dose sizes. Using a three-button hand piece, patient could choose between 0.5-, 1.0-, and 1.5-mg boluses of morphine (variable-dose PCA, VDPCA). Successful demands were delivered by a modified Graseby 3400 Anaesthesia Pump controlled by a Toshiba T1900 computer. This system was compared with conventional fixed-dose PCA (FDPCA) (1.0 mg of morphine) delivered by a Graseby 3300 PCA Pump. Both treatment groups had a 5-min lockout interval. Sixty patients were randomly assigned to receive either VDPCA or FDPCA after major abdominal gynecological surgery or hip or knee arthroplasty. Treatment groups did not differ in their duration of PCA therapy, total morphine consumption, or time spent with mild or severe oxyhemoglobin desaturation. There were no differences in their ease of controlling pain, satisfaction with pain control, experience of pain on movement, quality of sleep, severity of nausea, or incidence of vomiting. Although the more complex VDPCA technique provides adequate postoperative analgesia, it does not offer any advantage over conventional FDPCA. (Anesth Analg 1996;83:1060-4)