Journal of Medical Education and Curricular Development (09/11/23) Briggs, Blake; Kalra, Sarathi; Masneri, David; et al.

Researchers assessed the feasibility of a web-based learning (WBL) airway intervention training module and how pre-module confidence pertained to knowledge between training levels of healthcare providers. The module targeted resident and attending emergency medicine (EM) physicians and medical students, with participation by paramedics, physician assistants and nurse practitioners also permitted. Certain content in the module's 17 featured videos highlighted unique airway situations and failed endotracheal intubation. The authors hosted pre- and post-test modules with 14 multiple choice questions evaluating knowledge on airway method, anatomical landmarks, formulas for choosing blade size, endotracheal tube size, endotracheal tube depth and case-based scenarios. Pre-evaluation queried learners' level of training and their confidence with the intubation process; post-evaluation assessed learners' confidence with intubation and how well the training module impacted their education. The pre-test and post-test modules elicited 366 and 105 responses, respectively. Correct responses for airway technique rose from 54% to 77% between the pre- and post-test modules. Responses for anatomical landmarks improved from 70% to 88% and those for case-based scenarios and formulas respectively climbed from 36% to 66% and from 48% to 78%. Learners with more years of training, like attending or senior residents, had higher confidence and higher median pre-test scores than EM interns or medical students. "This pilot study is the first to demonstrate how a novel WBL airway module is a feasible method of asynchronous education for healthcare providers in all levels of training," the researchers reported.

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