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Background The DAMPN (Developing an approach to Airway Management in Paediatrics and Neonates) was borne from recognition that successful management of difficult paediatric and neonatal airways depends on effective team working, pooling of skills between specialities, and appreciation of the role of human factors.1 Traditional training courses are often speciality specific. In order to deliver a high impact airway course, we first needed to build a cohesive faculty with diverse expertise. The benefits of simulation as an effective educational intervention for learners is well established, but the potential rewards for faculty are less explored. Summary of project description Leaders in simulation education in relevant specialities were approached to form the foundation team. They recruited further members to produce a cross-site, interdisciplinary faculty, enabling effective course delivery to multi-disciplinary participants. The course needs were met through an evolving process, with ongoing reflection, expansion, sharing and shaping of ideas and the dynamic interplay between specialities and roles. The result: delivery of a true interdisciplinary course and transformation of faculty from a multidisciplinary cohort sharing ideas, to an interdisciplinary team shaping new concepts. Challenges were encountered in design and delivery, but were overcome through shared learning, utilisation of resources/skills, situational awareness and communication. Qualitative feedback was collected from faculty members regarding benefits of the process from their involvement. Summary of results Faculty feedback included positive reflection on increased understanding of other specialities knowledge and skills, exposure to novel educational practices and networking. The Banyan tree is a symbol of wisdom, continuous and coherent growth. We propose a visual representation of our faculty development process analogous to the growth of a tree: Initial leaders formed the core team (roots/trunk), expanding to other faculty members (branches), and ultimately disseminating to participants (buds). Such participants have potential to become interdisciplinary champions in their own specialities, sharing expertise gained in both technical and non-technical skills, thus further disseminating learning. Discussion, conclusions and recommendations Through participation as part of a cross-site interdisciplinary faculty, members can gain new medical knowledge, renewed appreciation for colleagues and their own role. We propose a novel pedagogical approach to building a cross site faculty, analogous to the growth of a tree. We suggest that increased use of cross-site interdisciplinary faculty for course delivery would have benefits for both faculty and participants, with potential translation to ongoing enhanced interdisciplinary clinical working and positive impact on both staff working and patient care. Reference Reber A. The paediatric upper airway: anaesthetic aspects and conclusions. Curr Opin Anaesthesiol2004;17(3):217–21. |
