Does Part-Task Training Increase the Success of Video-Based Feedback in Tracheal Intubation?

Abstract

Objective: Tracheal intubation is a difficult procedure to be taught in clinical settings be- cause complex psychomotor skills and repetitive practices are required. In this study, we aimed to evaluate the success and complication rates of tracheal intubation through part- task and whole task training as educational upper steps in video-based feedback. Methods: In the part-task group, the process was taught in three steps: mask ventilation as step 1, laryngoscopy as step 2, and tracheal tube placement as step 3. Participants were questioned about the frequency of playing computer games. The duration of tracheal intu- bation, number of interventions, tooth pressure scoring, and optimization maneuvers were recorded. The data of 63 medical students were recorded. Results: Successful intubation rate in the first attempt was 54.9% and 45.1% in the part-task group and the whole task group, respectively (p=0.033). The successful tracheal intubation rate in the second attempt was significantly lower in the part-task group than in the whole task group (12.5% vs 87.5% respectively, p=0.033). Conclusion: In addition to video-based feedback, part-task training techniques to teach tra- cheal intubation skills to inexperienced users showed the success of these techniques, which can be integrated into resident training. Tracheal intubation training in novice users increased the chances of success without increasing the complication rate when applied using part-task training and video-based feedback methods together.