ORIGINAL ARTICLE “Rapid sequence induction”—an anaesthesiology boot camp Caoimhe C Duffy 1,2 & Zeenat Nawoor-Quinn 1,2 & Crina L Burlacu 1,2 Received: 13 August 2019 /Accepted: 15 November 2019 # Royal Academy of Medicine in Ireland 2019 Abstract Background The novice anaesthesiology trainee must rapidly assimilate the cognitive, technical and non-technical skills neces- sary to competently respond to critical events in their new role. Providing trainees with the safe and controlled environment of high-fidelity patient simulation is one method to compensate for gaps in trainee experience, offering the potential for effective training. An anaesthesiology boot camp was set up to increase the knowledge, clinical, technical and non-technical competencies of the novice trainee, creating a framework for their future learning and practice. Anaesthetic nurses also attended to incorporated teamwork and collaboration into the boot camp. Methods Seven novice anaesthesiology trainees and 3 anaesthetic nurses attended 3 4-h boot camp sessions. The boot camp consisted of the following: (1) interactive didactic lectures; (2) task-trainer technical skills teaching; and, (3) high-fidelity simulations. Pre- and post-course evaluation forms including a multiple-choice-questions (MCQ) assessing knowledge were completed. Results Nine participants fully completed the boot camp. There was a significant increase in post-MCQ score (p= 0.001). Feedback from participants included “well organised”, “helpful” and “structured approach” with all participants agreeing or strongly agreeing that it was relevant training for their practice. Discussion We have created the first Irish anaesthesiology boot camp, demonstrating the important role that simulation has in enhancing medical education. Our results showed both knowledge attainment and participant satisfaction in this method of learning. Anaesthesiology boot camps are the ideal method to provide novice trainees with a framework for their initial intro- duction into anaesthesia. Keywords Anaesthesiology . Boot camp . Medical education . Medical training . Simulation-based education Introduction During their first immersion in anaesthesiology, the novice trainee must rapidly assimilate both the cognitive and techni- cal skills necessary to competently respond to critical events in their new role. The apprenticeship model has been the model of choice within medicine, whereby the novice learnt from a senior mentor, first by observation, then by repetition with progressively less supervision and more autonomy. This model relies on the trainee having exposure to a large volume of cases. In order to reduce the effects of fatigue on medical error and patient safety, many countries have reduced training hours, with strict working-time legislations. This has negative- ly impacted the traditional apprentice model of training, as it no longer provides the necessary scope of experience for trainees. The apprenticeship model reveals significant gaps in early trainee preparation, including varying mentorship method, infrequent exposure to critical clinical events and reduction in training hours [1]. These failings have led to an increased interest in alternative models of training. Peri-operative critical events remain a leading cause of ad- verse patient outcomes worldwide [2]. The development of a standardised role-specific training curriculum for the novice anaesthesiology trainee is valuable preparation for novice trainees. High-fidelity patient simulation (the recreation of full operating room) offers a safe and controlled environment which may be one method to compensate for gaps in trainee experience and offer the potential for effective training. High- * Caoimhe C Duffy caoimheduffy@rcsi.ie 1 Department of Anaesthesiology, Intensive Care and Pain Medicine, St. Vincent’ s University Hospital (SVUH), Elm Park, Dublin 4, Ireland 2 College of Anaesthesiologists Simulation Training Programme (CAST), College of Anaesthesiology of Ireland, Merrion Square North, Dublin 2, Ireland Irish Journal of Medical Science (1971 -) https://doi.org/10.1007/s11845-019-02146-w