Study on Traditional Didactic Teaching versus VideolaryngoscopyAssisted Feedback for Teaching Endotracheal Intubation
Journal Title: Indian Journal of Anesthesia and Analgesia - Year 2017, Vol 4, Issue 2
Abstract
Direct laryngoscopy and endotracheal intubation is an integral part of many fields of medical care including anaesthesia, intensive care and emergency medicine. Aim: The aim of the study was to assess the relative efficacy of traditional didactic method of teaching and videolaryngoscopyassisted feedback as instructional methods for endotracheal intubation. Materials and Methods: This was a prospective randomised study done in Kasturba Medical College, Manipal, over a period of 2 years. Sixty medical doctors doing a 15day posting in the Department of Anaesthesiology as a part of their Compulsory Rotating Internship training were included in the study. They were divided into two groups of 30 each and received training for laryngoscopy and endotracheal intubation bydidactic method (DID) and by videolaryngoscopic method (VLS). Patients aged 18 to 60 years of either gender, belonging to American Society of Anesthesiologists Physical Status (ASAPS) I and II, scheduled for elective surgery under general anaesthesia requiring oral endotracheal intubation were enrolled for the study. Results: The mean overall success rate in the DID group was 77.33+20.83% while it was 93.33+12.12% in the VLS group. The difference was statistically highly significant (p = 0.001). There was statistically significant difference in the first intubation success rate among DID and VLS groups 60% vs 83.3% (p = 0.042). Duration of laryngoscopy, intubation and total time, laryngopharyngeal morbidity, best laryngoscopic view obtained, ease of laryngoscopy and intubation were also compared. Conclusion: Teaching of endotracheal intubation to novice medical doctors using videolaryngoscopic feedback results in higher overall success rate, including first intubation success rate, when compared with conventional didactic method of teaching. The teaching technique used does not influence the time taken for intubation nor does it alter the degree of laryngopharyngeal morbidity.
Authors and Affiliations
Roopa Kotha
Keywords
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- EP ID EP465485
- DOI 10.21088/ijaa.2349.8471.4217.24
- Views 91
- Downloads 0
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