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Educator Guide for the Hyperangulated Video Laryngoscopy Learning Space

Faculty Coaching — Hyperangulated Video Laryngoscopy Station

Welcome Faculty Educators

Thank you for leading this coaching station. As a coach, you should feel energized and engaged. No more passive lectures, no blank stares, no repeating the same content to every group. Instead, you’ll have the opportunity to work alongside each learner, offering real-time feedback, personalizing your coaching, and watching their skills grow as they move between self-directed practice and your hands-on guidance.

This is not a lecture or skills checklist — it’s focused, hands-on performance coaching. You’ll help learners apply key HAVL principles, refine technique, troubleshoot common errors, and build confidence with deliberate practice. Your coaching helps turn “seeing the cords” into successful, reliable tube delivery.

The Role of the Faculty Coach

At this station, your primary role is to:

  • Create a supportive, low-pressure coaching environment (no lectures).
  • Adapt to each learner’s experience level.
  • Reinforce HAVL-specific cognitive and psychomotor skills.
  • Identify small technique adjustments that unlock better tube delivery.
  • Direct learners back to the self-directed modules for additional practice and reinforcement.

Encourage Pre-Learning

Learners are encouraged to complete the HAVL self-guided modules prior to hands-on practice. The modules introduce:

  • The unique airway geometry of HAVL.
  • Blade handling principles.
  • Stylet shaping and tube delivery mechanics.

If a learner arrives without prior review, you can still coach effectively — and use the experience to guide them back into the self-guided modules afterward.

HAVL Station Learning Objectives

Key Concepts

  • Understand how hyperangulated geometry changes laryngoscopy technique.
  • Recognize that excellent glottic visualization alone does not guarantee successful tube delivery.
  • Target a balanced 50/50 view (posterior glottis and posterior airway structures visible).
  • Apply deliberate, stepwise movements of the blade and tube.
  • Build a mental model of HAVL troubleshooting strategies.

Key Skills

  • Blade Insertion: Midline approach, controlled depth, avoid over-insertion.
  • Valleculation: developing the optimal view via manipulation of the vallecula.
  • Optimal View Acquisition: Subtle pullback, elevation, and handle tilt to achieve 50/50 glottic view.
  • Rigid Stylet Skills:
    • Proper insertion of the rigid stylet.
    • How to hold the Rigid Stylet + ETT.
  • Tube Advancement:
    • Look in the mouth for initial delivery.
    • Switch gaze to the screen to direct the tube to the glottic opening.
    • Stop at the glottic opening (do not advance the tube with rigid stylet past the cords).
    • Pop & Drop technique advances the ETT into the trachea without resistance.
  • Stylet Removal:
    • Stabilize ETT to blade handle with thumb.
    • Overhand grip and curved removal to avoid dislodging the ETT.
    • Keep the HAVL blade in place to confirm placement.
  • Troubleshooting:
    • Recognize and correct tube redirection errors.
    • Adjust blade or tube angles as needed.
    • Manage soft tissue collisions and anterior wall contact.

Tips on How to Coach Effectively

  • Start with: “Walk me through how you’d approach this.”
    Let them verbalize their plan to assess the mental model.
  • Target one adjustment at a time.
    Small changes often produce big improvements.
  • Normalize repetition.
    Encourage multiple passes: observe → adjust → repeat.
  • Narrate micro-corrections:
    • “Let’s pull the blade back slightly.”
    • “Watch your screen as you approach the cords.”
    • “Let’s relax the right wrist for better alignment.”
  • Be positive and encouraging.
    Learners will feel more confident after small early wins.

Directing Learners Back to Self-Guided Content

Always close your session with the next steps:

  • Recommend 1–2 specific modules or videos to review.
  • Reinforce that iterative practice (hands-on + self-directed) leads to skill mastery.

Sample coaching language:

“Now that you’ve felt how small handle adjustments affect your view, I’d recommend reviewing the ‘Blade Positioning’ video again to reinforce that depth control.”
“You’re getting great views — revisit the ‘Stylet Delivery’ module to really sharpen your tube handling.”

Faculty Experience: It Should Be Fun for You Too

Working alongside each learner, offering real-time feedback, personalizing your coaching, and watching their skills grow as they move between self-directed practice and your hands-on guidance should feel great. We’ve built the PAC system with this kind of experience in mind — one that’s rewarding for both you and your learners. As educators, we know how meaningful it is to see real progress happen right in front of you, and to be part of that journey.

  • High engagement.
  • Visible learner progress.
  • Low-pressure coaching.
  • Opportunity to share clinical pearls.

You’re not grading. You’re guiding.

We Care About the Experience — Yours and theirs

  • Every learner leaves better than they arrived.
  • Every faculty member leaves energized.
  • Every session moves us closer to mastery.

Thank you for your expertise and commitment to the Protected Airway Collaborative. You are helping redefine how airway skills are taught — and mastered.

– The Protected Airway Collaborative Team

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