Mon, Sep 16, 2024
[Archive]
Volume 17, Issue 53 (2024)
JMED 2024, 17(53): 45-53 |
Back to browse issues page
Ethics code: IR.AJUMS.REC.1400.436
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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: (1029 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
References
1. Yi IK, Hwang J, Min SK, et al. Comparison of learning direct laryngoscopy using a McGrath videolaryngoscope as a direct versus indirect laryngoscope: A randomized controlled trial. Journal of International Medical Research. 2021;49(5):03000605211016740. [DOI]
2. Rosli NA, Choo TY, Idris DRJIJoNE. Impact of preceptorship models for undergraduate nursing students and its implementation: systematic review. International Journal of Nursing Education. 2022;14(1). [DOI]
3. Ryan RM, Deci ELJCep. Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology. 2020;61:101860. [DOI]
4. Yaghoubi T, Mojarad FA, Gorji MAH,et al. Nursing students' feedback from the comprehensive clinical competency exam at the end of the undergraduate course in 2019: A cross-sectional study. Tabari Biomedical Student Research Journal. 2020;2(4):24-30. [DOI]
5. Abbott EF, Thompson W, Pandian T, et al. Personalized video feedback and repeated task practice improve laparoscopic knot-tying skills: Two controlled trials. Academic Medicine. 2017;92(11): 26-32. [DOI]
6. Fachada S, Bonatto D, Schenkel A, et al. Depth image based view synthesis with multiple reference views for virtual reality. 2018-3DTV-Conference: The True Vision-Capture, Transmission and Display of 3D Video (3DTV-CON); 2018: IEEE. [DOI]
7. Banan-Sharifi M, Sahari M. The effects of simulation training on nursing students knowledge and skill in cardiopulmonary resuscitation. Strides in Development of Medical Education. 2017;13(6):626-31. [DOI]
8. Lehmann M, Sterz J, Stefanescu M-C, et al. Influence of expert video feedback, peer video feedback, standard video feedback and oral feedback on undergraduate medical students' performance of basic surgical skills. Creative Education. 2018;29;9(08):1221. [DOI]
9. Nesbitt CI, Phillips AW, Searle RF, Stansby GJJose. Randomized trial to assess the effect of supervised and unsupervised video feedback on teaching practical skills. Journal of surgical education. 2015;72(4):697-703. [DOI]
10. Carless D, Boud DJA, Education EiH. The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education. 2018;17;43(8):1315-25. [DOI]
11. Tavares W, Eppich W, Cheng A, Miller S, Teunissen PW, Watling CJ, et al. Learning conversations: an analysis of the theoretical roots and their manifestations of feedback and debriefing in medical education. Academic Medicine. 2020; 1;95(7):1020-5. [DOI]
12. Naik ND, Abbott EF, Gas BL, Murphy BL, Farley DR, Cook DA. Personalized video feedback improves suturing skills of incoming general surgery trainees. Surgery. 2018;163(4):921-6. [DOI]
13. Farquharson A, Cresswell A, Beard J, Chan PJJoBS. Randomized trial of the effect of video feedback on the acquisition of surgical skills. Journal of British Surgery, 100(11):1448-1453. [DOI]
14. Yiğit MF, Seferoğlu SS. Effect of video feedback on students' feedback use in the online learning environment. Innovations in Education and Teaching International. 2023;60(1):15-25. [DOI]
15. Kam BS, Yune SJ, Lee SY, Im SJ, Baek SY. Impact of video feedback system on medical students' perception of their clinical performance assessment. BMC medical education. 2019;19(1):1-7. [DOI]
16. Van Vondel S, Steenbeek H, van Dijk M, van Geert P. The effects of video feedback coaching for teachers on scientific knowledge of primary students. Research in science education. 2018;48(2):301-24. [DOI]
17. Lintern G, Motavalli A, Chua Z, Rantanen EM, Peres SC, Boorman DJ. Rapid development of a hospital checklist in a time of COVID-19. Ergonomics in Design. 2022;30(4):5-13. [DOI]
18. Long E, Fitzpatrick P, Cincotta DR, Grindlay J, Barrett MJJSjot, resuscitation, medicine e. A randomised controlled trial of cognitive aids for emergency airway equipment preparation in a Paediatric Emergency Department. Scandinavian journal of trauma, resuscitation and emergency medicine. 2016;24:1-7. [DOI]
19. Higgs A, McGrath B, Goddard C, Rangasami J, Suntharalingam G, Gale R, et al. Guidelines for the management of tracheal intubation in critically ill adults. British journal of anaesthesia. 2018;120(2):323-52. [DOI]
20. Alconero-Camarero AR, Sarabia-Cobo CM, Catalán-Piris MJ, González-Gómez S, González-López JRJIjoer, health p. Nursing Students' Satisfaction: A Comparison between Medium-and High-Fidelity Simulation Training. 2021;18(2):804. [DOI]
21. Hemmati Maslak Pak M, Mollazadeh F, Khalkhali H, Abkhiz SJAJoN, Care M. The impact of self-care education with teach-back method on self-esteem in kidney transplant recipients: a clinical trial. Avicenna Journal of Nursing and Midwifery Care. 2020;10;28(3):154-62. [DOI]
22. Youssef SC, Aydin A, Canning A, Khan N, Ahmed K, Dasgupta PJSI. Learning surgical skills through video-based education: a systematic review. Surgical Innovation. 2023;30(2):220-38. [DOI]
23. Zhang H, Liao AWX, Goh SHL, Yoong SQ, Lim AXM, Wang WJNET. Effectiveness and quality of peer video feedback in health professions education: A systematic review. Nurse Education Today. 2022;109:105203. [DOI]
24. Bagheri M, Mazloum SJRiME. Comparison of the Effect of Two Educational methods of Jigsaw and Feedback on the Level of Satisfaction of Nursing and Anesthesia Students of Mashhad School of Nursing and Midwifery. Research in Medical Education. 2020 Dec 10;12(4):16-28. [DOI]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
