• Julia A Haber, Rachel H Ellaway, Rosaleen Chun, and Jocelyn M Lockyer.
• Department of Anesthesiology, Foothills Medical Centre, Calgary, AB, Canada. Julia.Haber@albertahealthservices.ca.
• Can J Anaesth. 2017 Aug 1; 64 (8): 810-819.

PurposeThis study explored how anesthesiologists understand situational awareness (SA) and how they think SA is learned, taught, and assessed.MethodsSemi-structured interviews were performed with practicing anesthesiologists involved in teaching. This qualitative study was conducted using constructivist grounded theory techniques (i.e., line-by-line coding, memoing, and constant comparison) in a thematic analysis of interview transcripts. Group meetings were held to develop and review themes emerging from the data.ResultsEighteen anesthesiologists were interviewed. Respondents displayed an understanding of SA using a mixture of examples from clinical experience and everyday life. Despite agreeing on the importance of SA, formal definitions of SA were lacking, and the participants did not explicate the topic of SA in either their practice or their teaching activities. Situational awareness had been learned informally through increasing independence in the clinical context, role modelling, reflection on errors, and formally through simulation. Respondents taught SA through modelling and discussing scanning behaviour, checklists, verbalization of thought processes, and debriefings. Although trainees' understanding of SA was assessed as part of the decision-making process for granting clinical independence, respondents found it difficult to give meaningful feedback on SA to their trainees.ConclusionAlthough SA is an essential concept in anesthesiology, its use remains rather tacit, primarily due to the lack of a common operational definition of the term. Faculty development is required to help anesthesiologists teach and assess SA more explicitly in the clinical environment.

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