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Volume 17, Issue 53 (2024)
JMED 2024, 17(53): 45-53 |
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Ethics code: IR.AJUMS.REC.1400.436
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Khalafi A, Rozbahani S, Amiri F, Haghighizadeh M H. Effect of personalized video feedback on tracheal intubation skills and satisfaction of undergraduate anesthesia students: A quasi-experimental study. JMED 2024; 17 (53) :45-53
URL: http://edujournal.zums.ac.ir/article-1-1693-en.html
URL: http://edujournal.zums.ac.ir/article-1-1693-en.html
Education Studies and Development Center, Ahvaz Jundishapur University, Ahvaz, Iran
Abstract: (1141 Views)
Background & Objective: Simulation training is currently the most widely used training method for practical skills in the field of medicine and treatment. The present study aimed to determine the effectiveness of personalized video feedback in endotracheal intubation skills and the satisfaction of undergraduate anesthesia students using the video feedback method
Materials & Methods: This quasi-experimental study was conducted on anesthesia students of Jundishapur University of Medical Sciences in Ahvaz in 2021. A total of 46 students were selected via convenience sampling method and were randomly assigned to two groups (intervention and control) by block method. For the intervention group, a personalized video feedback session was also implemented in addition to a one-session training on endotracheal intubation using a mannequin. To collect data, a questionnaire on students' demographic characteristics, a researcher-made checklist of tracheal intubation skills, and a researcher-made satisfaction questionnaire were used. Data were analyzed in SPSS software (version 25) using statistical tests. A p-value less than 0.05 was considered statistically significant.
Results: Based on the obtained results, no statistically significant difference was observed between the two groups in terms of demographic characteristics. The mean scores of endotracheal intubation skill scores before the intervention were 54.45±7.34 and 52.38±6.06 in the intervention and control groups, respectively, demonstrating no statistically significant difference (P=0.32). After the intervention, the mean skill scores reached 65.36±5.66 and 51.90±3.9 in the intervention and control groups, respectively, illustrating a statistically significant difference (P<0.001). After the intervention, the mean scores of satisfaction with endotracheal intubation training were 117.72±11.68 and 60.57±35.28 in intervention and control groups, respectively, pointing to a statistically significant difference (P<0.001).
Conclusion: Considering the effectiveness of personalized video feedback intervention in the endotracheal intubation skill and satisfaction of undergraduate anesthesia students, it is suggested to implement this method in teaching the tracheal intubation skills among undergraduate anesthesia students.
Materials & Methods: This quasi-experimental study was conducted on anesthesia students of Jundishapur University of Medical Sciences in Ahvaz in 2021. A total of 46 students were selected via convenience sampling method and were randomly assigned to two groups (intervention and control) by block method. For the intervention group, a personalized video feedback session was also implemented in addition to a one-session training on endotracheal intubation using a mannequin. To collect data, a questionnaire on students' demographic characteristics, a researcher-made checklist of tracheal intubation skills, and a researcher-made satisfaction questionnaire were used. Data were analyzed in SPSS software (version 25) using statistical tests. A p-value less than 0.05 was considered statistically significant.
Results: Based on the obtained results, no statistically significant difference was observed between the two groups in terms of demographic characteristics. The mean scores of endotracheal intubation skill scores before the intervention were 54.45±7.34 and 52.38±6.06 in the intervention and control groups, respectively, demonstrating no statistically significant difference (P=0.32). After the intervention, the mean skill scores reached 65.36±5.66 and 51.90±3.9 in the intervention and control groups, respectively, illustrating a statistically significant difference (P<0.001). After the intervention, the mean scores of satisfaction with endotracheal intubation training were 117.72±11.68 and 60.57±35.28 in intervention and control groups, respectively, pointing to a statistically significant difference (P<0.001).
Conclusion: Considering the effectiveness of personalized video feedback intervention in the endotracheal intubation skill and satisfaction of undergraduate anesthesia students, it is suggested to implement this method in teaching the tracheal intubation skills among undergraduate anesthesia students.
Keywords: personalized video feedback, tracheal intubation, skill, satisfaction, undergraduate anesthesiology students
Article Type : Orginal Research |
Received: 2022/09/6 | Accepted: 2023/10/27 | Published: 2024/04/16
Received: 2022/09/6 | Accepted: 2023/10/27 | Published: 2024/04/16
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