Airway management, Direct laryngoscopy, Endotracheal intubation, Simulation, Video-laryngoscopy
Citation Information :
Singh M, Konduri S, Balakrishna N. Introductory Session to Direct Laryngoscopy and Endotracheal Intubation for Medical Interns: Is Video-laryngoscopy a Useful Teaching Aid?. Res Inno in Anesth 2022; 7 (1):10-13.
Aim: Acquisition of basic and advanced airway skills on a mannequin is a well-accepted teaching methodology. To study the impact of video-laryngoscopy-aided identification of airway structures on basic skill acquisition by medical interns for endotracheal intubation (ETI) on a simulator was the aim.
Materials and methods: This observational study was conducted in a simulation laboratory. Medical interns were randomized into conventional direct laryngoscopy (DL) and video-laryngoscope aided (VL) groups; they were taught DL and ETI with or without an additional video-laryngoscopy-based session. Participants performed an average of five supervised intubations, subsequent practical exam, and assessed by a blinded observer followed by submission of a structured questionnaire.
Results: Eighty interns participated. The mean-time taken to intubate was 48.58 seconds and 48.65 seconds for the DL and VL groups, respectively. success in ETI in the first attempt was 90% (DL) and 87.5% (VL) (p = 0.72). Highest respect toward tissue in the DL group (p = 0.0730) was noted.
Conclusion: Addition of video-laryngoscope as a teaching aid in the simulation laboratory did not affect intubation success rate or time.
• Teaching medical and technical skills to students using mannequins is a well-accepted methodology for hands-on experience and attaining proficiency.
• Visualization of structures in video-laryngoscopy during endotracheal intubation is assumed to enhance success rate. However, success rate of intubation is independent of the technique used, that is, direct laryngoscopy and video-laryngoscopy.
• Tissue respect is superior with direct laryngoscopy.
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