P7 Designing and implementing a crisis resource management masterclass for consultant anaesthetists

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Background Fully immersive simulation is established as an educational method within undergraduate and postgraduate medical specialty training curricula, but is offered less commonly at consultant or career grade level. This abstract describes how a simulation-based course focusing on Crisis Resource Management (CRM) principles for consultant colleagues has been designed and implemented. Summary of work At Nottingham University Hospitals the clinical lead for anaesthesia identified several drivers for a CRM programme (table 1): Design of the programme was commenced with involvement from key stakeholders and early adopters drawn from experienced consultant anaesthetists and operating department practitioners (ODPs). This iterative process enabled key clinical situations to be identified that were directly relevant to the participants and with sufficient variety to ensure course delegates are able to choose which they would like to rehearse related to their area of practice. A strong focus on building psychological safety was deemed essential for this learner community, hence attention was paid to providing relevant pre-course learning resources and building in a ‘stop-start’ design to scenarios, enabling learners to signal a ‘time-out’ and ask for assistance or allow discussion with colleagues and facilitators. A package of electronically administered Situational Judgment Responses enables individuals to identify specific learning needs in terms of evidence-based team safety skills and behaviours. Debriefing data is captured and mapped to a Human Factors framework enabling systems safety issues to be fed back to local governance leads. Summary of results The first version of the course has been designed and piloted successfully with consultant and ODP participants. A multiprofessional faculty has been developed to support programme delivery with dedicated time agreed within job plans. A monthly programme is now scheduled to enable over 70 consultants and 36 ODPs to attend in the next year. A logic model approach has been constructed describing specific inputs, outputs, outcomes and constraints, which will act as an evaluation framework for the programme. Conclusions and recommendations This programme has been designed and piloted successfully using a user-centred (learner-led) approach and with key stakeholder engagement throughout. An objective enhanced learning needs analysis platform will help ensure individual and service needs are addressed, which will enable future links with an in-situ simulation programme to be strengthened. An accumulated debriefing platform will strengthen existing systems safety analysis opportunities. Strong links with local and national governance reporting will ensure programme content can be adapted and kept relevant to practice. References Hutchinson A, Morris C, Saule I, Mole J, O’Dwyer G. Guidelines for the provision of anaesthesia services (GPAS): Guidelines for the provision of emergency anaesthesia 2017. London: Royal College of Anaesthetists. Flin RH, O’Connor P, Crichton M. Safety at the sharp end: A guide to non-technical skills2008. Aldershot: Ashgate Publishing: p. 8.

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