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Videotape feedback in teaching laryngoscopy
1Department of Anaesthesia, SMBD-Jewish General Hospital, Montréal, Québec.
Canadian Journal of Anaesthesia = Journal Canadien D'Anesthesie
|January 1, 1997
Summary
Videotape feedback significantly improved medical students' perception of their laryngoscopy skills. Reviewing their performance revealed overestimations in head extension and underestimations in procedure duration.
Area of Science:
- Medical Education
- Anesthesiology
- Simulation Training
Background:
- Laryngoscopy is a critical skill for medical students.
- Objective feedback is essential for skill acquisition.
- Self-perception may not accurately reflect performance.
Purpose of the Study:
- To determine if videotape feedback offers unique educational insights for students learning laryngoscopy.
- To assess the impact of video feedback on self-assessment of laryngoscopy performance.
Main Methods:
- Twenty-six medical students were videotaped performing laryngoscopy.
- Students completed questionnaires on positioning, head movement, neck flexion/extension, and duration before and after video review.
- Perceived distraction and educational value of the video feedback were assessed.
Main Results:
- Perceived inadequacy of head and neck positioning increased from 4% to 38% after video review (P=0.029).
- Students overestimated head extension (34.0° vs. 21.5°, P=0.003) and underestimated procedure duration (55s vs. 75s, P=0.024).
- Despite some feeling distracted, all students found the video feedback educationally valuable.
Conclusions:
- Videotape feedback alters students' self-perception of laryngoscopy performance.
- It highlights discrepancies in assessing head extension and procedure duration.
- Video feedback is a valuable tool for improving laryngoscopy training.