PDF(Pubmed)
Abstract：
UNASSIGNED: Up-to-date technology has been increasingly useful for learning resuscitation skills in the emergency and resuscitation settings. It improves the learning curve of the learners and helps them to avoid making mistakes on real patients. This study aimed to evaluate the educational efficiency for tracheal intubation by comparing Macintosh (direct) laryngoscope (DL) and video laryngoscope (VL) learning in novices.
UNASSIGNED: This prospective randomized controlled study was conducted in an emergency department between 2013 and 2014. Fifth- and sixth-year medical students were enrolled and assigned to normal airway and difficult airway groups, respectively. They were then further randomized into using a VL or DL for tracheal intubation learning. Participants had three practices before proceeding to the post-course assessment. Our primary outcome was post-course assessment performance, which included intubation success rate, total intubation time and best glottic view. The secondary outcome was the sum of total intubation learning times during the three practices.
UNASSIGNED: We recruited 177 undergraduate students. Of these, 97 were assigned to the normal airway group (49 VL and 48 DL) and 80 were placed in the difficult airway group (40 each for VL and DL). VL significantly quickened the intubation learning time in both the normal airway and difficult airway groups (140 s vs. 158 s, 141 s vs. 221.5 s; both p < 0.05). The learning curve was much improved with VL when compared using time-to-event analysis (p < 0.001). VL also improved the glottic view performance during post-course assessments.
UNASSIGNED: VL improves the learning curve in acquiring intubation skills compared with traditional DL. It shortens the time undergraduate students take to develop such skills and increased their first attempt success rates.
UNASSIGNED: This prospective randomized controlled study was conducted in an emergency department between 2013 and 2014. Fifth- and sixth-year medical students were enrolled and assigned to normal airway and difficult airway groups, respectively. They were then further randomized into using a VL or DL for tracheal intubation learning. Participants had three practices before proceeding to the post-course assessment. Our primary outcome was post-course assessment performance, which included intubation success rate, total intubation time and best glottic view. The secondary outcome was the sum of total intubation learning times during the three practices.
UNASSIGNED: We recruited 177 undergraduate students. Of these, 97 were assigned to the normal airway group (49 VL and 48 DL) and 80 were placed in the difficult airway group (40 each for VL and DL). VL significantly quickened the intubation learning time in both the normal airway and difficult airway groups (140 s vs. 158 s, 141 s vs. 221.5 s; both p < 0.05). The learning curve was much improved with VL when compared using time-to-event analysis (p < 0.001). VL also improved the glottic view performance during post-course assessments.
UNASSIGNED: VL improves the learning curve in acquiring intubation skills compared with traditional DL. It shortens the time undergraduate students take to develop such skills and increased their first attempt success rates.
摘要：
■最新技术对于在紧急和复苏设置中学习复苏技能越来越有用。它改善了学习者的学习曲线，并帮助他们避免在真实患者身上犯错误。本研究旨在通过比较新手的Macintosh（直接）喉镜（DL）和视频喉镜（VL）学习来评估气管插管的教育效率。
■这项前瞻性随机对照研究于2013年至2014年在急诊科进行。五年级和六年级的医学生被纳入正常气道和困难气道组，分别。然后将他们进一步随机分为使用VL或DL进行气管插管学习。在进行课程后评估之前，参与者有三种做法。我们的主要结果是课程后的评估表现，其中包括插管成功率，总插管时间和最佳声门视图。次要结果是三种实践中总插管学习时间的总和。
■我们招募了177名本科生。其中,97个分为正常气道组（49VL和48DL），80个分为困难气道组（VL和DL各40个）。VL显着加快了正常气道和困难气道组的插管学习时间（140s与158s,141svs.221.5s；两者p<0.05)。当使用时间到事件分析进行比较时,使用VL的学习曲线得到很大改善(p<0.001)。VL还改善了课程后评估期间的声门视图表现。
■与传统DL相比，VL在获得插管技能方面改善了学习曲线。它缩短了本科生开发此类技能的时间，并提高了他们的首次尝试成功率。
■这项前瞻性随机对照研究于2013年至2014年在急诊科进行。五年级和六年级的医学生被纳入正常气道和困难气道组，分别。然后将他们进一步随机分为使用VL或DL进行气管插管学习。在进行课程后评估之前，参与者有三种做法。我们的主要结果是课程后的评估表现，其中包括插管成功率，总插管时间和最佳声门视图。次要结果是三种实践中总插管学习时间的总和。
■我们招募了177名本科生。其中,97个分为正常气道组（49VL和48DL），80个分为困难气道组（VL和DL各40个）。VL显着加快了正常气道和困难气道组的插管学习时间（140s与158s,141svs.221.5s；两者p<0.05)。当使用时间到事件分析进行比较时,使用VL的学习曲线得到很大改善(p<0.001)。VL还改善了课程后评估期间的声门视图表现。
■与传统DL相比，VL在获得插管技能方面改善了学习曲线。它缩短了本科生开发此类技能的时间，并提高了他们的首次尝试成功率。
