A Modular Approach to an Airway Management Curriculum Dr Andrew McKechnie, Dr Branavan Retnasingham, Dr Jay Dasan Kings College Hospital, London Background Airway management is a fundamental skill for any anaesthetist and with an increasing number of new techniques, equipment and technology available it is vital to ensure ALL are taught appropriately and effectively. However, trainee experience of airway teaching is too often an ad-hoc theatre based approach dependent on case mix and very much fits the outdated model of “see one, do one, teach one”. The alternative is the huge range of intensive 1 or 2 day workshops available that can be expensive, difficult to book leave for and sometimes offer little time for practice or reflection. In addition the skills learned are often not practiced again until the next “airway day”. With these new airway techniques and skills being incorporated into national guidelines along with the drive towards improving patient safety this type of training is not acceptable. Kings College Hospital has a dedicated and enthusiastic team of airway experts who wanted to improve the education of airway management by implementing a model promoting deliberate repetitive practice, mastery learning and reflection. Applying sound educational theory, the aim was to not just “demonstrate” airway management but for the knowledge and practical skills to be fully understood assimilated into everyday clinical practice. The team decided that the new airway teaching should be integrated into the existing weekly trainee teaching programme. An 8 module practical airway curriculum was devised. Each module was to include key skills and knowledge to enable effective airway management. There would be pre and post session reading, a practical manikin based session and time to reflect and practice the techniques clinically prior to the next session. References Project Goal Method Feedback 1) Bloom, B. S. ; Engelhart, M. D.; Furst, (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company 2) 3) 089K The sessions are 1)Introduction and airway assessment - Important session to introduce the key concepts of the course and outline learning objectives for the following sessions 2) Supraglotic airways – Practical manikin based teaching on the various devices available 3) Video Laryngoscopy – An increasingly common technique and a practical session to outline the principles 4) Paediatric airway – practical techniques and knowledge from an expert in the field 5) Fibreoptic techniques – Anatomy, indications, and practical teaching of both awake and asleep 6) Cricothyroidotomy and jet ventilation – Includes all aspects of emergency front of neck access 7) Open Case based discussion – this is a chance for trainees to discuss interesting cases they have encountered with the airway team 8) Difficult airway Simulation - A scenario based session looking at many of the techniques from the course but also adding in human factor training. A survey was distributed o determine the perceived educational benefits of the module. A 5 point likert scale was used.The 3 questions were: 1)The airway teaching module has increased my confidence in airway management. 2)The opportunity for repetitive practice and reflection between sessions has benefits over an intensive workshop 3)Practical manikin based airway teaching stimulates experiential learning without putting patients at risk. Results