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Anesthesia

OMS and Other Dental Specialists

Session: Anesthesia Track: Hot-off-the-Press and Abstract Session

GP1b - Is Anesthesia Simulation Training a Valuable Teaching Method for Oral and Maxillofacial Surgery Trainees?

Thursday, September 18, 2025
11:05 AM - 11:15 AM EDT
Location: Ballroom A, Walter E. Washington Convention Center
Abstract:
Statement of the Problem:Outpatient anesthesia emergencies are high stakes but infrequent, limiting opportunities to develop proficiency. Simulation-based training is effective in identifying knowledge gaps in a variety of settings. The aims of this study were to develop an anesthesia simulation training program (ASTOMS) to effectively teach emergency response skills in office-based anesthesia and evaluate the impact of training on participants’ self-efficacy and skill acquisition.
Materials and

Methods: An observational study was designed to develop and test efficacy of an in-situ educational intervention in a simulated environment. IRB approval was obtained to recruit OMS trainees from Michigan Medicine and Ascension Macomb-Oakland programs. The predictor variable was the educational intervention, and outcome variables included ASTOMS assessment of performance by calibrated raters (on a 3-point scale), self-assessment tool of skill acquisition, and participants’ curriculum evaluation at 3 time points: T1 (prior to training), T2 (following training), and T3 (6 months following training), rated on 5-point scale.

Analysis: The sample included 30 participants (10 females) over a 17-month period from July 2023 till December of 2024. Analyses was performed using One-way ANOVA, SPSS v28, P ≤ .05 was considered statistically significant, and omega squared (ω2)≥ .06 considered good practical effect size. Correlation of each scenario’s summed score with overall score was carried out using Spearman’s rank (ρ , rho) and correlation between participants’ self-efficacy ratings and expert ratings were assessed using Wilcoxon signed rank following confirmation of nonparametric distribution. Rasch analysis was performed to assess the impact of covariates on overall performance scores, and correlation with summed scores.

Results: An in-situ ASTOMS curriculum with standardized pre-test hands-on training using SimMan3G, and three anesthesia complication scenarios, was developed and refined with faculty as participants. Clinical scenarios were programed and carried out with Laerdal Software (LLEAP), with debriefs for feedback after each scenario. Pre-simulation presentations and demonstration videos were developed as pre-course material. Ten expert faculty rated the importance of each task assessed as optional, priority, or critical, with weight applied to critical tasks.
Outcomes: Mean overall performance scores (1-3) for scenarios 1, 2, and 3 were 2.40 (0.62), 1.97 (0.67), and 1.72 (0.65). Statistically significant improvements were found in participant’s perceived preparedness for anesthetic emergencies (P value < .001, ω2 .14), confidence in their ability to manage anesthesia complications in office-based anesthesia (P .008, ω2 .10), to use crash cart items (P < .001, ω2 .17), and to communicate effectively during a live code (P < .001, ω2 .15). Completion of most clinical items was not correlated to year of training (Rasch analysis of covariates). Regardless of experience level, participants reported the scenarios to be moderately realistic, with mean ratings ranging from 4.37 (Scenario 2) to 4.47 (Scenario 1). Looking back at the 6-month time point, most participants agreed strongly that the simulation exercises were a useful addition to their education 4.70 (0.47), were relevant to their current level of knowledge 4.45 (0.76), and have increased their skill level in managing anesthetic emergencies 4.60 (0.50). Going forward, most participants agreed strongly 4.90 (0.31) that ASTOMS would be of high education value in OMS, and that they are very likely 4.75 (0.44) to continue using anesthesia simulation training with their clinical staff in the future.

Conclusions: Anesthesia simulation training is a valuable and effective educational tool for OMS trainees learning anesthesia emergency preparedness at all stages of their training.

Todd DW et al. Oral-Maxillofacial Surgery Anesthesia Team Model at a Crossroads Safety in Office-Based Anesthesia – Lessons We can Learn from Aviation. J Oral Maxillofac Surg. 2021, 000:1-3.

Hunt EA et al. Simulation of in-hospital pediatric medical emergencies and cardiopulmonary arrests: highlighting the importance of the first 5 minutes. Pediatrics 2008;121:e34-e43