Comparison of four manikins and fresh frozen cadaver models for direct laryngoscopic orotracheal intubation training

Yang, Ji Ho; Kim, Y. M.; Chung, Hyunsoo; Cho, J.; Lee, H. M.; Kang, Gu Hyun; Kim, E. C.; Lim, Tae Ho; Cho, Young Soon

doi:10.1136/emj.2008.066456

Cited by 67 publications

(61 citation statements)

References 12 publications

(11 reference statements)

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“…There were 19 studies that used designs in which one approach to simulation-based education was compared with another (see Table 3). [23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41] Twelve of the 19 studies included prehospital providers as participants, and nine of these studies focused on airway management training. Because the research questions in these 19 studies varied substantially, we were unable to provide a quantitative synthesis of results.…”

Section: Comparison Between Alternate Types Of Technologyenhanced Simmentioning

confidence: 99%

“…[30][31][32][33][34] Learners generally preferred animal or cadaver models to mannequin models for teaching intubation or cricothyroidotomy skills (reaction effect size = 0.47 to 1.77, three studies). [32][33][34] Only two studies measured patient effects when comparing cadaver or animal models to mannequin-based instruction and found these to be similar 30 or in favor of the nonmannequin modalities. 31 The latter study also measured skill product outcomes, and these favored the mannequin format (effect size = 1.31 in comparison with animal; 1.1 in comparison with cadaver).…”

Section: Comparison Between Alternate Types Of Technologyenhanced Simmentioning

confidence: 99%

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Technology‐enhanced Simulation in Emergency Medicine: A Systematic Review and Meta‐Analysis

Ilgen

Sherbino

Cook

2013

Academic Emergency Medicine

158

119

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Objectives: Technology-enhanced simulation is used frequently in emergency medicine (EM) training programs. Evidence for its effectiveness, however, remains unclear. The objective of this study was to evaluate the effectiveness of technology-enhanced simulation for training in EM and identify instructional design features associated with improved outcomes by conducting a systematic review. Methods:The authors systematically searched MEDLINE, EMBASE, CINAHL, ERIC, PsychINFO, Scopus, key journals, and previous review bibliographies through May 2011. Original research articles in any language were selected if they compared simulation to no intervention or another educational activity for the purposes of training EM health professionals (including student and practicing physicians, midlevel providers, nurses, and prehospital providers). Reviewers evaluated study quality and abstracted information on learners, instructional design (curricular integration, feedback, repetitive practice, mastery learning), and outcomes.Results: From a collection of 10,903 articles, 85 eligible studies enrolling 6,099 EM learners were identified. Of these, 56 studies compared simulation to no intervention, 12 compared simulation with another form of instruction, and 19 compared two forms of simulation. Effect sizes were pooled using a random-effects model. Heterogeneity among these studies was large (I 2 ! 50%). Among studies comparing simulation to no intervention, pooled effect sizes were large (range = 1.13 to 1.48) for knowledge, time, and skills and small to moderate for behaviors with patients (0.62) and patient effects (0.43; all p < 0.02 except patient effects p = 0.12). Among comparisons between simulation and other forms of instruction, the pooled effect sizes were small ( 0.33) for knowledge, time, and process skills (all p > 0.1). Qualitative comparisons of different simulation curricula are limited, although feedback, mastery learning, and higher fidelity were associated with improved learning outcomes.Conclusions: Technology-enhanced simulation for EM learners is associated with moderate or large favorable effects in comparison with no intervention and generally small and nonsignificant benefits in comparison with other instruction. Future research should investigate the features that lead to effective simulation-based instructional design.ACADEMIC EMERGENCY MEDICINE 2013; 20:117-127 © 2013 T echnology-enhanced simulation has emerged as a cornerstone of many emergency medicine (EM) training programs. 1-3 Simulation allows complex tasks to be deconstructed into more manageable learning objectives and fosters repeated practice on specific tasks that occur infrequently or expose patients to risk when performed by novice learners. 4 Computer-based virtual reality simulators, robotic and static mannequins, artificial models, live animals, inert animal products, and human cadavers have all been employed as educational tools for these purposes.1 At the 2008 Academic Emergency Medicine (AEM) consensus conference entitled...

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Section: Comparison Between Alternate Types Of Technologyenhanced Simmentioning

confidence: 99%

Section: Comparison Between Alternate Types Of Technologyenhanced Simmentioning

confidence: 99%

Technology‐enhanced Simulation in Emergency Medicine: A Systematic Review and Meta‐Analysis

Ilgen

Sherbino

Cook

2013

Academic Emergency Medicine

158

119

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“…Teaching should take into account the level of expertise of the learner. In an ideal setting, novices should start their training on part-task trainers in an airway training room, then progress through more sophisticated modalities, perhaps using cadavers or anaesthetised animals, or animal tissue preparations [49][50][51][52][53]. They should then progress to clinical training under supervision once they have achieved competence using simulation.…”

Section: Defining the Airway Curriculummentioning

confidence: 99%

Education in airway management

et al. 2011

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SummaryIn airway management, poor judgment, education and training are leading causes of patient morbidity and mortality. The traditional model of medical education, which relies on experiential learning in the clinical environment, is inconsistent and often inadequate. Curriculum change is underway in many medical organisations in an effort to correct these problems, and airway management is likely to be explicitly addressed as a clinical fundamental within any new anaesthetic curriculum. Competency‐based medical education with regular assessment of clinical ability is likely to be introduced for all anaesthetists engaged in airway management. Essential clinical competencies need to be defined and improvements in training techniques can be expected based on medical education research. Practitioners need to understand their equipment and diversify their airway skills to cope with a variety of clinical presentations. Expertise stems from deliberate practice and a desire constantly to improve performance with a career‐long commitment to education.

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“…All participants were experienced at intubating on the floor, on an ambulance trolley and were familiar with the Laerdal TM intubation trainer. The Laerdal TM intubation trainer effectively reproduces the experience of intubation 19 and remained consis- tent between participants. Ethical approval was granted via the DUT ethnics committee and all participants gave written informed consent.…”

Section: Methodsmentioning

confidence: 99%

What is the optimal position of an intubator wearing CBRN-PPE when intubating on the floor: A manikin study

2011

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Comparison of four manikins and fresh frozen cadaver models for direct laryngoscopic orotracheal intubation training

Abstract: The FFC is a more realistic and preferred model for direct laryngoscopic orotracheal intubation training. Trucorp and Laerdal manikin can be used as alternative models.

Cited by 67 publications

References 12 publications

Technology‐enhanced Simulation in Emergency Medicine: A Systematic Review and Meta‐Analysis

Technology‐enhanced Simulation in Emergency Medicine: A Systematic Review and Meta‐Analysis

Education in airway management

What is the optimal position of an intubator wearing CBRN-PPE when intubating on the floor: A manikin study

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