Virtual reality simulation for tracheostomy emergencies: a randomized educational intervention.

BACKGROUND

Despite a high incidence of tracheostomy-related airway complications with potentially life-threatening implications, nonsurgical tracheostomy first responders receive limited formal education on the management of tracheostomy emergencies. While the United Kingdom has developed multidisciplinary guidelines and education for tracheostomy emergencies, such programs have not been widely implemented in the United States.

OBJECTIVE

We evaluated the feasibility and effectiveness of an immersive virtual reality (VR) simulation training as a potential generalizable and scalable approach to tracheostomy-related emergency training.

METHODS

Over the academic year 2023-2024, critical care fellows were randomly assigned to participate in tracheostomy emergency training either via immersive VR simulation or via small group discussion sessions facilitated by expert faculty. After each case-based educational intervention, participants were asked to manage 4 simulated tracheostomy-related emergencies involving common tracheostomy complications. Fellow performance was evaluated using a purpose-built task trainer. Three independent and blinded graders completed fellow scoring using a checklist assessment for which validation evidence was also collected. Fellows received pre- and postintervention surveys to measure attitudes toward VR training.

RESULTS

Of 27 eligible fellows, 19 participated in the study, managing 76 simulated tracheostomy emergencies. There were 10 fellows in the VR arm and 9 fellows in the small group arm. Of a total possible 26 points on the checklist assessment, fellows in the VR group scored an average (SD) of 18.03 (3.39) compared to the small group score of 16.96 (4.41) (P = .558). Surveys indicated improvements in fellow confidence after the training and high levels of acceptance of the VR curriculum.

CONCLUSIONS

An immersive VR educational intervention for the management of tracheostomy-related emergencies was feasible and well received by learners. There was no significant difference in post-training checklist assessment scores between the VR and small group participants, suggesting noninferiority of the VR intervention and contributing validation evidence to our task trainer simulation assessment.