gms | German Medical Science

Joint congress of the Gesellschaft für Medizinische Ausbildung (GMA) and the Arbeitskreis zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ)

20.09. - 23.09.2017, Münster

Triple R – Rapid, Right Response! Using Simulation and video-assisted Feedback to teach the ABCDE emergency approach

Meeting Abstract

  • author Moritz Abel - Germany
  • Nathalie Malewicz - Germany
  • corresponding author presenting/speaker Cynzhia Szalai - Universitätsklinikum Essen, Universität Duisburg Essen, Essen, Germany
  • Frank Herbstreit - Germany

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ). Münster, 20.-23.09.2017. Düsseldorf: German Medical Science GMS Publishing House; 2017. Doc236

doi: 10.3205/17gma236, urn:nbn:de:0183-17gma2365

Published: November 24, 2017

© 2017 Abel et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at



To recognize and manage an emergency situation using an ABCDE (Airway, Breathing, Circulation, Disability, Environment), ISBAR ( Identity, Situation, Background, Awareness, Response).

Medical students expressed difficulty in the recognition and management of emergency situations and requested a structured method for successfully dealing with such stressful situations. A program was developed which allowed students to experience realistic emergency situations within the safety confines of a controlled simulation setting. Third year students were presented with three of six structured scenarios. Student assistance, in the role of an inexperienced nurse or ward assistant was also provided. Parallel to the simulation scenario two other students were exposed to various airway management adjuvants ranging from Guedel airways to C-MAC laryngoscope. Prewritten pocket-cards were available with concise definitions and indications for the use of each piece of equipment. Students were expected to match the cards with corresponding equipment. Intubation trainers were also available. The student responsible for leading the simulation was asked to give a handover of the scenario. At this point the ISBAR technique was reiterated. All students were then allowed to watch the video replay. Detailed feedback using the sandwich method was structured against the ABCDE approach. Students were encouraged to critique their performance and to personally identify what aspects of the case they would handle differently. Students are responsible for their own learning and hopefully can identify their own weak and strong areas facilitating improvement. Following the feedback a slide presentation pertaining to the case was given, again with a focus on the ABCDE approach. A group session on airway management was then carried out. Anonymous evaluation feedback indicates a 99% satisfaction, rating scenario difficulty, course content, tutor engagement and approachability, and student satisfaction.


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