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Year : 2018  |  Volume : 1  |  Issue : 1  |  Page : 4-8

Role of simulation as a teaching-learning tool for interns

1 Department of Anaesthesiology and Critical Care, Institute of Postgraduate Medical Education and Research, Kolkata, West Bengal, India
2 Department of Anaesthesiology and Critical Care, Calcutta National Medical College, Kolkata, West Bengal, India
3 Department of Cardiovascular Anaesthesia, RN Tagore Institute of Cardiac Sciences, Kolkata, West Bengal, India
4 Department of Pharmacology, Institute of Neurosciences, Kolkata, West Bengal, India

Correspondence Address:
Dr. Sarbari Swaika
Department of Anaesthesiology and Critical Care, Institute of Postgraduate Medical Education and Research, 244, AJC Bose Road, Kolkata - 700 020, West Bengal
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ARWY.ARWY_8_18

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Background: Simulation is a realistic representation of real-world dynamics or processes that reflect or parallel patient scenarios. Simulation-based medical education enables knowledge, skills and attitudes to be acquired by all health-care professionals. It has been widely adopted as a training and assessment tool in medical education. The aim of the study was to compare simulation-based versus apprenticeship-based teaching-learning tool on patient. Patients and Methods: In this prospective randomised interventional study, 30 interns were randomly assigned to perform laryngoscopy and endotracheal intubations (L and EI) on patients (Group 1) or on an airway mannequin (Group 2) up to 5 times over 3 successive days. Following this, all interns regardless of their group allocation performed up to 10 intubations on patients. They were assessed and scored by two observers using a rating scale and every attempt scored as 'Success' (1 point) or 'Failure' (0 point). Average scores of intubations of two groups were compared using the paired t-test. Results: Average scores of intubations on 10 patients by two independent observers were 6.220 (standard deviation [SD] 1.1428) in Group 1 and 7.147 (SD 0.6520) in Group 2 and 6.307 (SD 1.1317) in Group 1 and 7.193 (SD 0.6170) in Group 2, respectively (P = 0.012 and 0.014 for Observers A and B, respectively). The score of attempt 1 and attempt 10 was observed by a single observer between groups, and significant difference (P = 0.021) was found at attempt 1 between groups with the mannequin group scoring better. At attempt 10, there was no significant difference between the groups. Conclusion: The mannequin group acquired better skills in airway management with respect to L and EI.

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