Video Laryngoscopy vs. Direct Laryngoscopy in Teaching Neonatal Endotracheal Intubation: A Simulation-Based Study.

Srikumar Nair,Eric J Thomas,Lakshmi Katakam

doi:10.7759/cureus.962

Abstract

BackgroundNeonatal endotracheal intubation is a life-saving procedural skill where best practices have been developed from expert opinion. Few empirical studies have examined how this skill should be taught.ObjectiveTo determine whether a video laryngoscope (VL) assisted intubation training curriculum compared to a traditional direct laryngoscope (DL) assisted curriculum improves neonatal intubation performance of novice intubators in a simulated setting.MethodsA randomized trial of novice intubators was conducted at the University of Texas-Houston from 6/2013–8/2013. Eligible candidates were randomly assigned to control group (DL curriculum) or intervention group (VL curriculum). Those in the intervention group received instruction with VL videos and practice with Storz C-MAC® VL (Karl Storz, Tuttlingen, Germany) in addition to a traditional curriculum. Intubation performance was evaluated in a simulated setting using a SimNewB® (Laerdal, NY, USA) manikin and traditional intubation equipment. The number of intubation attempts, outcome of each attempt, and time to successful intubation were recorded. The data was analyzed using Fisher's exact test and logistic regression where appropriate.ResultsOne hundred twenty-three trainees were enrolled, 62 (50%) in DL group and 61 (50%) in the VL group. Intubation success on first attempt was achieved by 69% (43/62) of the DL group vs. 61% (37/61) of the VL group, P=0.35. Time to successful intubation was 25 sec (interquartile range (IQR) 18, 32) in the DL group and 26.5 sec (IQR 20, 43) in the VL group, P=0.27. Those in the VL group were more likely to need more than two attempts to achieve intubation success, OR=3.09 (95% CI 1.03–9.28).ConclusionsIn a simulated setting, teaching with a VL curriculum did not improve intubation performance compared to teaching with DL. Further studies are needed to determine if VL-based teaching has an impact on clinical intubation performance.

Highlights

Neonatal endotracheal intubation is a life-saving procedural skill that pediatric trainees are expected to attain competence in performing
Intubation success on first attempt was achieved by 69% (43/62) of the direct laryngoscope (DL) group vs. 61% (37/61) of the video laryngoscope (VL) group, P=0.35
Further studies are needed to determine if VL-based teaching has an impact on clinical intubation performance

Summary

Introduction

Neonatal endotracheal intubation is a life-saving procedural skill that pediatric trainees are expected to attain competence in performing. In the current training environment, pediatric residents have been reported to have an average of three neonatal intubation opportunities during the course of their residency [2]. Despite the life-saving nature of this procedure and the adverse consequences associated with inadequate performance, best practices on intubation training have been developed from expert opinion, and few empirical studies have examined which technical skills are required and how these skills should be taught [6,7]. Neonatal endotracheal intubation is a life-saving procedural skill where best practices have been developed from expert opinion. Few empirical studies have examined how this skill should be taught

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Discussion

Conclusion