Role of video-based learning on competency level of direct laryngoscopic skills of novice anaesthesiologists - A randomised clinical trial.

Abstract

Video laryngoscopes are often used for education and training of intubation skills. This study aimed to examine the influence of video-assisted guidance and video replay on intubation skills of novice anaesthesiologists. Adult patients of American Society of Anesthesiologists physical status grade I-II, with a normal airway and scheduled to undergo elective surgical procedures requiring general anaesthesia and orotracheal intubation were included in this randomised study. Ten trainee anaesthesiologists, with no prior experience of performing tracheal intubation were enroled and randomly divided into group STD (received traditional learning) and group VL (received video-based learning). After initial mannequin training, the first seven intubations in patients in both the groups were done under supervision. In group VL, in addition to traditional cues, posttracheal intubation, the trainee and instructor had a session of video replay to discuss the entire process of laryngoscopy and tracheal intubation with areas of improvement. For the subsequent 15 intubations in patients, the trainees intubated independently using a standard Macintosh blade. The primary objective was to compare time required to intubate (TTI) for both groups using Mann-Whitney U test. Secondary objectives included comparison of difficulty in intubation (using a 5-point Likert scale), self-confidence scores (1-10, 10 - most confident), and intubation-related trauma. The mean TTI was significantly lower in group VL than in group STD - 40s [Interquartile range (IQR): 32-50] versus 52s [IQR: 39-76], P = 0.002. No difference was seen in self-assessed confidence levels, rating of difficulty in intubation, and airway trauma. Video replay of the intubation process has a positive impact on direct laryngoscopy learning.