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Chapter 35 - Training in Airway Management

from Section 3 - Airway Management: Organisation

Published online by Cambridge University Press:  03 October 2020

By
Mark R.W. Stacey
Edited by
Tim Cook  and
Michael Seltz Kristensen
Tim Cook
Affiliation:
Royal United Hospital, Bath, UK
Michael Seltz Kristensen
Affiliation:
Rigshospitalet, Copenhagen University Hospital, Denmark
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Summary

Performing a stressful task under pressure is challenging. Strategies to optimise our training must focus on learning a skill correctly, and then practising that skill deliberately to avoid compromising that performance in the cauldron of the clinical environment. This chapter discusses ways of learning and training better: the techniques are based on practical strategies employed in anaesthesia, but developed primarily from practical cognitive psychology, elite sport and the military. It involves taking a skill, practising it until it becomes a habit and over time making it part of normal behaviour. The philosophy is simple (but difficult to apply): control what you can control and always do your best. The best summary of this strategy is: learn it right, practise it right, perform it right.

Keywords

Airway skillsbehaviourlearningperformancepractisingtraining
Type
Chapter
Information
Core Topics in Airway Management , pp. 299 - 304
Publisher: Cambridge University Press
Print publication year: 2020

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References

Further Reading

Ericsson, A, Pool, R. (2016). Peak: How All of Us Can Achieve Extraordinary Things. London: Vintage.Google Scholar
Hess, E. (2014). Learn or Die. New York: Columbia University Press.Google ScholarPubMed
Kaufman, J. (2013). The First 20 Hours: How to Learn Anything Fast. London: Portfolio Penguin.Google Scholar
Leslie, D, Oliver, M, Stacey, MR. (2014). Point-of-view high-definition video assessment: the future of technical skills training. British Journal of Anaesthesia, 112, 761–763.CrossRefGoogle ScholarPubMed
Merrill, MD. (2002). First principles of instructional design. Educational Technology Research and Development, 50, 43–59.Google Scholar
Stacey, M. (2017). Practice under pressure: what neurology can learn from anaesthesia. Practical Neurology, 17, 439–443.CrossRefGoogle ScholarPubMed
van Merrienboer, JJG, Kirschner, PA. (2013). Ten Steps to Complex Learning. New York: Routledge.Google Scholar
Willingham, D. (2009). Why Don’t Students Like School? San Francisco: Jossey Bass.Google Scholar

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