摘要：Purpose:The purpose of this study is to determine the educational suitability of the video-laryngoscope in teaching endotracheal intubation to students. Methods:Medical students participated in a course on the use of a Macintosh direct laryngoscope and McGrath MAC videolaryngoscope for intubation. The course comprised a 1-hour lecture and 30 minutes of practice on a manikin. After the course, in each of the three simulated patient scenarios—normal airway,cervical spine fixation,and tongue edema—time to intubate,success rate,and chance of complications were measured. A questionnaire was administered before and after the course to determine the suitability of intubation by video-laryngoscope for a medical education course. Also,changes in the perception and stance on the video-laryngoscope were evaluated. Results:Time to intubate decreased as attempts were repeated. The first-attempt success rate in the cervical spine fixation scenario was higher using the video-laryngoscope (p=0.028). Rates if tooth injury were lower in the cervical spine fixation (p=0.005) and tongue edema scenarios (p=0.021) using the video-laryngoscope. Based on the questionnaires,students responded positively with regard to their knowledge of the video-laryngoscope,its practical value,and its suitability for medical education (p<0.001). Also, the preference for the video-laryngoscope was greater (p=0.044). Students felt that repeated attempts and feedback on intubation were helpful. Conclusion:The students’ evaluations and surveys showed positive results to intubation by video-laryngoscope. Thus,based on its suitability for medical education it is reasonable to consider learning intubation using the video-laryngoscope.
