Work

Simulation‐Based Mastery Learning Improves Emergency Medicine Residents' Ability to Perform Emergency Cricothyrotomy

Year: 2026

Type: article

Abstract: Background: Emergency cricothyrotomy (EC) is a critical procedure for Emergency Medicine (EM) physicians to master. Simulation-based mastery learning (SBML), a form of competency-based education with deliberate practice, has been shown to prepare residents to perform numerous procedures. The objectives of this study were to create a SBML curriculum to teach EM residents EC, to compare pre- and post-training scores for EM residents performing EC, and to assess retention of mastery at 5 months. Methods: EM residents completed baseline testing, training, post-testing, and retention testing using a commercially available task trainer and completed a post-curriculum satisfaction survey. An expert panel of EM physicians and trauma surgeons reviewed a previously developed 27-item checklist and set a minimum passing standard (MPS) using a Mastery Angoff approach. "Mastery" was defined as a checklist score meeting or exceeding the MPS. Results: The MPS was set at 26 correctly performed items (96.3%). A cohort of 56 EM residents completed the curriculum. No resident achieved mastery on baseline testing; 33 residents (59.0%) achieved mastery on initial post-testing. Checklist scores significantly improved from baseline to post-testing. All residents that did not initially achieve mastery successfully did after an additional 30-Min of deliberate practice. At 5 months, 40 residents retained mastery (71.4%). Retention performance of various checklist items decayed more than others. Retention performance did not significantly vary based on PGY level or if additional practice was required to achieve mastery. Post-curriculum survey data showed high resident satisfaction and significantly higher confidence in performing emergency cricothyrotomy. Conclusion: A SBML curriculum improved EM residents' ability to perform EC in a simulated environment. Baseline testing highlighted the gap that traditional training approaches have in teaching this critical skill to a mastery standard. Retention results can inform a timeline for additional deliberate practice to ensure continual mastery.

Source: AEM Education and Training

DOI: 10.1002/aet2.70124

Authors: Dana E. Loke, Andrew M. Rogers, David H. Salzman

Institutions: University of Wisconsin System, University of Wisconsin–Madison, Endeavor Health, Northwestern University

Language: English

Topic: Simulation-Based Education in Healthcare

Subfield: Physiology

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,300