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Chapter 64. Teaching and Simulation for Airway Management

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The objectives of a comprehensive airway management teaching program should contain all of the following components EXCEPT

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A. The results of a local needs assessment identifying training issues as well as a focused curriculum.

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B. A nonexpert instruction model.

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C. A cognitive or didactic component: maybe accomplished with either a self-guided reading program or a series of focused lectures.

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D. A skills development component: a “hands-on” lab that teaches the nuances of the devices identified as “the standard of care,” and other relevant devices as supported by the local needs assessment, as well as best practice based evidence or expert consensus.

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E. A practical real-time experience: an opportunity to “put it all together” with hands-on cases that simulate a real-life situation.

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(B) The objectives of a comprehensive airway program should contain five easily identified components: (1) local needs assessment; (2) a cognitive or didactic component; (3) a skills development component; (4) a practical real-time experience with hands-on cases that simulate a real-life situation; and (5) an evaluation process. But, the use of a nonexpert instruction model is not one of the components.

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The benefits of employing simulation for training airway management include all of the following EXCEPT

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A. Simulation poses no risk to patients.

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B. It is particularly useful in uncommon but critical events.

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C. The available simulators are typically inexpensive and durable.

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D. Participants can be allowed to make errors—let them “walk the plank.”

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E. Repetition and feedback to consolidate skills is facilitated.

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(C) All of them are true benefits of simulation for training airway management, except that simulators are usually quite expensive.

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All of the following concerning the use of simulation to enhance education and training are true EXCEPT

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A. Simulation has emerged as a key educational resource in areas where a combination of cognitive and technical factors combine to force the participant to judge the best course of action.

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B. The evidence from the literature suggests that simulation enhances performance and that that performance enhancement is sustained.

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C. There is no evidence that simulation enhances skills development for airway management skills, reducing the need for actual live patient training.

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D. Simulation can be a highly ...

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