MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Point-of-Care Ultrasound Foundations in Physics and Image Acquisition: An Innovative Hands-on Active Learning Workshop.","authors":"Cherie Tator, Saul Flores, Alan Riley, Kiyetta Alade","doi":"10.15766/mep_2374-8265.11598","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11598","url":null,"abstract":"<p><strong>Introduction: </strong>We developed an innovative, active learning workshop to introduce foundations of point-of-care ultrasound (POCUS) physics and instrumentation. The workshop design aimed to reduce cognitive load and encourage learner-centered engagement through hands-on exploration that reinforces key principles and connects theory to practice.</p><p><strong>Methods: </strong>First-year medical students participated in small-group, student-driven exercises to explore POCUS machine controls, transducers, and image acquisition skills. Each group was supported by a faculty member to guide activities and ensure accuracy. Students scanned pickles, hard-boiled eggs, and olives with pits; these items were selected for their low cost, sonographic characteristics, and recognizability. Later in the semester, students demonstrated image optimization skills as part of a formal assessment.</p><p><strong>Results: </strong>Survey results suggest that the workshop enhanced understanding of ultrasound physics and its relationship to imaging acquisition. Of 231 students assessed, 97% (<i>n</i> = 223) were able to select the correct probe and 71% (<i>n</i> = 164) successfully optimized their images independently during the subsequent assessment.</p><p><strong>Discussion: </strong>This interactive workshop provided learners with hands-on experience using familiar household objects to demonstrate the relationship between ultrasound physics, instrumentation, and image generation. Instruction emphasized principles of image formation rather than image interpretation, distinguishing it from patient-based workshops. This approach aims to promote more deliberate image acquisition throughout the curriculum and into clinical practice.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11598"},"PeriodicalIF":0.0,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13139363/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rheum4Games: A Game-Based Board Review to Enhance Confidence and Knowledge in Rheumatology for Internal Medicine Residents.","authors":"Megan Schermerhorn, Sarah Donohue, Christine Sharkey, Sonam Kiwalkar","doi":"10.15766/mep_2374-8265.11597","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11597","url":null,"abstract":"<p><strong>Introduction: </strong>Internal Medicine (IM) residents have typically scored low on the rheumatology component of the In-Training Exam (ITE). While structured rheumatology electives can improve outcomes, these experiences are not always required. Interest in the role of gamification is growing, though application in the rheumatology component of the ITE remains underexplored. We developed a gamified rheumatology board review session to assess whether incorporating gamification into existing didactic curricula could improve ITE scores and enhance resident satisfaction.</p><p><strong>Methods: </strong>We developed Rheum4Games (R4G) based on preexisting rules of the Snakes and Ladders board game. In total, 121 residents across 5 IM residencies participated over 12 sessions. Questions were developed using the American Board of Internal Medicine (ABIM) blueprint. We measured resident engagement, satisfaction, and confidence using pre- and postsession surveys. Rheumatology ITE scores were compared pre- and postsession utilizing Mann-Whitney U tests.</p><p><strong>Results: </strong>R4G improved residents' (<i>n</i> = 117) engagement and satisfaction, with significant gains in preparedness for the rheumatology content of the ITE/ABIM Certification Exam. Among residents with matched ITE data (<i>n</i> = 106), the median ITE score change was not significantly different between R4G participants and nonparticipants. However, score improvements were significantly greater in community-based programs than in university settings (9% vs 8%).</p><p><strong>Discussion: </strong>While overall ITE score changes were not statistically significant, community-based programs showed statistically significant improvements compared to university programs. These findings suggest gamification can enhance rheumatology education and may serve as a valuable supplement to traditional didactics, especially in settings where traditional rheumatology teaching resources are limited.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11597"},"PeriodicalIF":0.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13133093/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Development and Evaluation of a Clinical Reasoning Case for Second-Year Medical Students.","authors":"Millie C Kirchberg, Darcy Wooten, W Cameron McGuire","doi":"10.15766/mep_2374-8265.11596","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11596","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical reasoning is a cornerstone of diagnostic and therapeutic decision-making, yet it is infrequently taught in preclinical medical education and is often taught implicitly.</p><p><strong>Methods: </strong>To address this gap, we developed a clinical reasoning case focused on hematochezia as part of a year-long longitudinal clinical reasoning course for second-year preclinical medical students. The session combined large-group instruction with small-group learning activities that emphasized core reasoning skills, including problem representation, illness scripts, differential diagnoses, and diagnostic and management planning. A pre- and postintervention survey measured changes in students' confidence and attitudes about clinical reasoning skills and concepts and knowledge of hematochezia.</p><p><strong>Results: </strong>Of the 123 medical students who attended the case, 92 completed both surveys (74.8% response rate). Confidence improved significantly in all domains (<i>P</i> < .01 for problem representation; <i>P</i> < .0001 for others). Students' attitudes toward case-based learning also improved (<i>P</i> < .0001). Knowledge scores increased for all items, with 1 reaching statistical significance (<i>P</i> < .05).</p><p><strong>Discussion: </strong>Integrating formal clinical reasoning instruction into preclinical medical education through case-based learning is an effective strategy for teaching second-year medical students essential clinical reasoning skills.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11596"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13123434/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Approach to an Initial Oncologic Patient Encounter: A Simulation-Based Training for First-Year Medical Students.","authors":"Allan John R Barcena, Marvin R Bernardino, Dominic Karl M Bolinas, Kitz Paul D Marco, Shelita Kimble, James Cavalier, Michael K Rooney, Marites P Melancon, Jillian R Gunther","doi":"10.15766/mep_2374-8265.11574","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11574","url":null,"abstract":"<p><strong>Introduction: </strong>During an initial oncologic encounter, care providers must convey information and plans with confidence and empathy. First-year medical students often lack opportunities to develop the skills necessary for these challenging encounters. We developed a novel simulation-based training designed to prepare early-level medical students to demonstrate empathy, communicate care plans, and deliver bad news during initial oncologic patient visits.</p><p><strong>Methods: </strong>Medical students in a summer research program participated. The session included a didactic, followed by 2 simulated patient encounters: a young woman with lymphoma and an older man with rectal cancer. Students rotated through roles as primary provider, secondary provider, family member, and observer. Each simulation was followed by a faculty-led debriefing. We collected postsession feedback using a mixed-methods evaluation. The activity lasted approximately 2 hours.</p><p><strong>Results: </strong>Of the 54 participants, 49 (91%) completed the evaluation. The results were highly positive, with 100% of respondents agreeing or strongly agreeing that the simulation helped them apply knowledge practically and that they would use these skills in future practice. Qualitative feedback highlighted improvements in communication skills, the importance of empathy, and the need for adaptability. Participants identified the debriefing sessions, standardized patients, and active participation as the most valuable components.</p><p><strong>Discussion: </strong>This simulation is effective for preparing medical students for the complexities of initial oncologic patient encounters. It provides a safe environment for the practice and refinement of essential clinical and interpersonal skills, fostering a more empathetic and competent approach to patient care.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11574"},"PeriodicalIF":0.0,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13106612/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147783994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Future Physicians to Address the Social Needs of Patients in Their Daily Clinical Practice: An Interactive Workshop.","authors":"Hejin Jeong, Patricia Kachmyers, Ifeolorunbode A Adebambo","doi":"10.15766/mep_2374-8265.11595","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11595","url":null,"abstract":"<p><strong>Introduction: </strong>Despite the growing emphasis on social determinants of health (SDH) education in medical schools, clinicians still infrequently screen for and address SDH. We developed an interactive and skills-focused workshop to enhance medical students' confidence and ability to address SDH.</p><p><strong>Methods: </strong>Preclerkship medical students engaged in a 90-minute workshop. The workshop offered a case-based didactic and a small-group patient interview simulation experience to foster students' ability to employ validated SDH screening tools, devise management plans, connect patients to social workers and resources, and document SDH using diagnostic codes. Pre-, post-, and 1-year follow-up surveys were administered to assess the efficacy of this intervention.</p><p><strong>Results: </strong>Twenty-five students (58.3% first-year students; 70.8% female) completed pre- and postsurveys; 24 completed the follow-up survey. Students found the workshop engaging and particularly valued the small-group simulation and education on social workers and SDH documentation (>85% positive ratings). Postworkshop, students showed improved knowledge, confidence, and attitudes toward addressing SDH (<i>P</i> < .0001, effect size > 0.85), with a sustained increase in confidence and frequency of SDH screening after 1 year (<i>P</i> < .05). Qualitative feedback confirmed greater attention to SDH and biases in patient care and increased appreciation for social workers, but also highlighted a need for increased opportunity for continued reinforcement and applied learning.</p><p><strong>Discussion: </strong>A simulation-based workshop can provide an easily scalable method to equip medical students with the practical skills needed to address SDH in clinical practice. Its low logistical requirements make it well suited for institution-wide adoption across large academic institutions.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11595"},"PeriodicalIF":0.0,"publicationDate":"2026-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13098288/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Be AWARE: An Anti-bias Toolkit to Limit Bias in Narrative Evaluation of Medical Trainees.","authors":"Kristen Sandgren, Melissa Baranay, Bryan Koestner, Anna Schmitz","doi":"10.15766/mep_2374-8265.11594","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11594","url":null,"abstract":"<p><strong>Introduction: </strong>Gender and racial biases continue to be pervasive within the field of medicine. These biases can have significant, lifelong impacts on career trajectory and continue to promote inequities for women and groups that are underrepresented in medicine. There is ample literature demonstrating that a prudent approach to combat these biases is through narrative evaluation of medical trainees.</p><p><strong>Methods: </strong>An interactive workshop was developed for all health care providers, including trainees, who currently have, or will have, responsibility for evaluating medical trainees. Its aim was to provide an evidence-based framework for recognizing implicit biases in narrative evaluations and for adapting language to limit them. A toolkit (Be AWARE Anti-bias Toolkit) was developed from existing literature, highlighting 5 key elements of linguistic bias in narrative evaluations: (1) acknowledge that bias exists; (2) word choice matters; (3) active verbs get the job done; (4) resist raising doubt; and (5) emphasize accomplishments over effort. The workshop included interactive small-group activities, with practice in reading and writing narrative evaluations. A postworkshop evaluation survey was distributed after the session to assess relevance and effectiveness.</p><p><strong>Results: </strong>This workshop was presented 5 times (2 local and 3 national conferences) and was attended by 80 participants, 25 of whom completed the postworkshop survey. The responses were overwhelmingly favorable; all respondents <i>agreed</i> or <i>strongly agreed</i> with the survey questions, indicating they found the session useful, relevant, effective, and worthwhile.</p><p><strong>Discussion: </strong>This workshop provided an effective toolkit to help participants recognize and limit biased language in narrative evaluations of trainees.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11594"},"PeriodicalIF":0.0,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13086828/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147724216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulation Addressing Verbal Escalation (SAVE): An Interprofessional Simulation for Pediatric Health Care Professionals.","authors":"Abigail Nolan, Mallory Cordes, Ananya Datta, Kellee Humphries, Ayushi Jain, Simmy King, Rosalyn Manuel, Laura Nicholson, Jennifer Owens, Haroon Shaukat, Gregory Yurasek, Pavan Zaveri, Simranjeet S Sran, Heather Walsh","doi":"10.15766/mep_2374-8265.11593","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11593","url":null,"abstract":"<p><strong>Introduction: </strong>Clinicians frequently encounter workplace verbal violence from patients and caregivers. We created Simulation Addressing Verbal Escalation (SAVE) training for hospital-based staff to practice managing verbal escalation in a safe learning environment while reinforcing available hospital resources.</p><p><strong>Methods: </strong>This curriculum included a 1-hour session with 2 scenarios, each involving interprofessional ad hoc teams simultaneously managing a pediatric patient (manikin) experiencing sepsis with decreased responsiveness, and a verbally escalating caregiver (standardized patient). A debriefing reinforced the BEAR (Bond, Engage, Assess, Reinforce) communication framework, sepsis management, and hospital resources for caregiver support. Training was evaluated using a checklist documenting team actions, and a learner feedback survey (4-point scale; 1 = <i>nothing/not at all</i>, 4 = <i>quite a bit</i>).</p><p><strong>Results: </strong>From October 2024 to April 2025, 860 clinicians participated in SAVE training. There were significant increases from scenario 1 to scenario 2 in team implementation of the full BEAR communication tool (35% to 77%, <i>p</i> < .0001), the Bond (67% to 94%, <i>p</i> < .0001) and Reinforce (56% to 83%, <i>p</i> < .0001) components, and SWIFT (Social Work Intervention for Families and Teams) utilization (1% to 6%, <i>p</i> = .014). Among survey respondents (<i>n</i> = 610), mean ratings were 3.55/4, 3.73/4, and 3.88/4 for learning, engagement, and facilitator effectiveness, respectively. Relevant takeaways included supporting families, considering patient care team dynamics, applying communication strategies, and accessing hospital resources.</p><p><strong>Discussion: </strong>SAVE training provided a meaningful experience for practice and discussion about emotional clinical situations. Hospital-wide training empowers staff to leverage resources to support patients' caregivers.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11593"},"PeriodicalIF":0.0,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13080524/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Innovative Curriculum to Empower Trainees and Faculty to Address Patient-Initiated Identity-Based Misconduct in the Clinical Learning Environment.","authors":"Nkanyezi Ferguson, Lauren E Hock, Patrick Barlow, Aisha S Jamison, Marcy E Rosenbaum, Nicole Del Castillo","doi":"10.15766/mep_2374-8265.11591","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11591","url":null,"abstract":"<p><strong>Introduction: </strong>Training residents and attending physicians on effective communication strategies to manage biased patient and visitor comments is lacking. The I-RESPOND toolkit curriculum provides strategies for addressing identity-based misconduct in the clinical setting.</p><p><strong>Methods: </strong>Resident physicians and faculty in 12 departments at a single academic center participated in the workshop between June 2021 and February 2022. The workshop consisted of interactive didactics, an introduction to the I-RESPOND toolkit, and opportunities to practice communication strategies with formative feedback. Retrospective pre/postworkshop survey instruments and a follow-up survey were used to evaluate the workshop and subsequent experiences.</p><p><strong>Results: </strong>Sixty-six (32%) of 204 participants (including residents and attendings) completed the workshop evaluations, with 15 workshops facilitated. Both groups of participants were significantly more confident in their ability to respond to identity-based misconduct after participation. The retrospective pre/postworkshop analysis of their perceived change in confidence in addressing the workshop educational objectives showed a significant increase in median confidence score from pre- to postworkshop (<i>p</i> < .001). On the follow-up survey, participants' mean ± SD rating (disaggregated sample, 50 participants) for the likelihood of using at least one strategy in the next 2 months was 4.2 ± 1.01 (on a 5-point scale; 1 = <i>Very unlikely</i>, 5 = <i>Very likely</i>), with 9 (32%) of 28 participants indicating they had intervened in the moment to address the behavior.</p><p><strong>Discussion: </strong>This curriculum increased awareness of the impact of patient-initiated misconduct and helped inform institutional policies related to the management of disruptive discriminatory behavior from patients and visitors.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11591"},"PeriodicalIF":0.0,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13061878/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Simulation-Based Approach to Severe Bronchospasm Complicated by Septic Shock.","authors":"Taylor Anne Merritt, Annesha Dutta, Yarah Ghotmi, Ngoc Van Horn","doi":"10.15766/mep_2374-8265.11592","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11592","url":null,"abstract":"<p><strong>Introduction: </strong>Recognizing and managing high-acuity, low-frequency pediatric conditions such as near-fatal bronchospasm with respiratory failure and uncompensated septic shock are essential skills for trainees. These emergencies require timely clinical judgment and familiarity with medications, respiratory support, and resuscitation strategies.</p><p><strong>Methods: </strong>We implemented a high-fidelity, interprofessional simulation for pediatric residents focused on management of near-fatal bronchospasm complicated by septic shock. The simulation was delivered as 4 standalone sessions over 2 months. The scenario features a 2-year-old child presenting in respiratory distress due to pneumonia, who progresses to respiratory failure requiring BiPAP. He subsequently develops uncompensated septic shock necessitating fluid resuscitation and vasopressor support. Simulation materials included a structured prebrief, PEARLS-guided debrief, and a retrospective post-then-presimulation confidence survey.</p><p><strong>Results: </strong>Among 90 pediatric residents (32 PGY 1, 34 PGY 2, and 24 PGY 3/4), confidence scores significantly improved across all 3 objectives (each <i>P</i> < .01). For objectives 1, 2, and 3, perceived confidence improved at least one level in 62%, 67%, and 72% of residents, respectively. PGY-1 residents showed the most improvement overall, with significantly greater confidence gains compared with senior residents in implementing objective 2 (respiratory support escalation) (<i>P</i> = .004).</p><p><strong>Discussion: </strong>Following a high-fidelity simulation focused on management of near-fatal bronchospasm, respiratory failure, and uncompensated septic shock, pediatric residents reported increased confidence across all training levels in achieving the educational objectives. These outcomes align with Kirkpatrick Level 2 learning, supporting simulation as a valuable tool to enhance clinical confidence in recognizing and treating rare but life-threatening scenarios without patient risk.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11592"},"PeriodicalIF":0.0,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13053521/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Upper Airway Anesthesia Techniques and Sedation Strategies for Awake Fiberoptic Intubation: A Novel Workshop for Anesthesia Residents.","authors":"Megan M Ellis, Hali N Ivare, Andrew J Stites, Aaron C Damon, Jimmy A Johnson, Jeffrey Huang","doi":"10.15766/mep_2374-8265.11590","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11590","url":null,"abstract":"<p><strong>Introduction: </strong>Awake fiberoptic intubation (AFOI) is a critical skill for anesthesia providers but infrequent exposure complicates learning from clinical exposure alone. This workshop teaches anesthesia residents upper airway anesthesia techniques and sedation strategies using low-cost, ultrasound-compatible, novel ballistic-gel phantom task trainers for superior laryngeal nerve (SLN) and transtracheal blocks.</p><p><strong>Methods: </strong>We developed a 3-hour workshop consisting of slide sets, breakout sessions, and task trainers for anesthesiologists to teach second- and third-year clinical anesthesiology residents. We created novel ballistic-gel phantom trainers using 3-dimensional printing and silicone molds. We assessed residents' prior experience, satisfaction, and changes in knowledge and self-efficacy from pre- to postworkshop and from postworkshop to 1-year follow-up, using anonymous paper surveys.</p><p><strong>Results: </strong>Twenty-five (40%) of 63 residents submitted surveys across 2024-2025. Knowledge scores (maximum 5 points) improved from a mean (<i>SD</i>) of 2.8 (1.3) to 4.0 (0.8), <i>P</i> < .001; mean increase of 1.1 [95% CI, 0.6 to 1.7]). Self-efficacy for counseling patients (<i>P</i> = .003), designing an appropriate sedation strategy (<i>P</i> = .006), performing SLN blocks (<i>P</i> < .001), and performing transtracheal nerve blocks (<i>P</i> < .001) all improved postworkshop. Thematic analysis showed residents considered the gel phantoms realistic and useful for learning anatomy and landmarks for these nerve blocks. Residents were highly satisfied with the workshop, rating it 4.9 (0.3) out of 5 points.</p><p><strong>Discussion: </strong>Incorporating gel phantoms is effective at improving anesthesia residents' knowledge and self-efficacy with sedation strategies and upper airway anesthesia techniques for AFOI, including both landmark and ultrasound-guided nerve block techniques.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"22 ","pages":"11590"},"PeriodicalIF":0.0,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043656/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}