| Classroom teaching |
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Insufficient tutorial rooms to allow team segregation for teaching
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Lack of well-ventilated tutorial rooms
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Lack of protected teaching time from team segregation roster
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Use of videoconferencing platform for webcast lectures that are accessible from home and different areas at work
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Accessibility of webcast lectures from mobile devices
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Easy playback of webcast lectures
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| Clinical teaching |
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Insufficient caseload from cancellation of elective cases
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Minimising number of staff from managing ‘high infection risk’ cases
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Suspension of cross-institutional rotation, consequent prolonged obstetric anaesthesia rotation and potential loss of learning opportunities
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Focusing more on ‘quality’ than ‘quantity’, with resident-consultant debriefing of cases after every shift
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Progression of obstetric anaesthesia training to the next residency year once current competencies have been met
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Introducing concepts such as protective measures required during aerosol-generating procedures in ‘high infection risk’ cases, which are common in anaesthesia practice but not covered in the residency curriculum
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| Procedural training |
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Difficulties with performing regional anaesthesia with personal protective equipment (loss of dexterity, need for sterility and increased psychological stress)
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Cancellation of difficult airway simulation sessions in clinical areas
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Conducting training on performing regional anaesthesia with personal protective equipment and aseptic technique on epidural trainers
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Conducting virtual reality difficult airway gaming scenarios for residents
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Conducting case-based discussions on obstetric difficult airway management
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| Assessment and feedback |
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Decreased number of assessors
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Clinical and psychological stress can impact performance
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Lack of effective mentorship for mentor–mentee pairs should they be placed in different teams
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Focusing more on qualitative rather than quantitative feedback from consultants
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Increased number of assessments from peers and nursing
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Performance of direct observation of procedural skills on ‘low infection risk’ patients
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Placing mentor–mentee in the same team
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