Medical Education: Effectiveness of Two Simulation Teaching Methods in Developing Intubation Skills of Year Level Six Medical Students (Clinical Clerks)

Ryner Jose DC Carrillo,1 Nomar M. Alviar,2 Leo Daniel D. Caro,1 Ruzanne M. Caro,1 Armando C. Crisostomo,1 Lorna R. Cruz,1 Heizel Manapat-Reyes1 and Fernando E. Serra1

1College of Medicine, University of the Philippines Manila
2National Teacher Training Center, University of the Philippines Manila

Objective. To describe outcomes of two simulation teaching methods in developing intubation skills of year level six medical students (clinical clerks).

Methods. Students were shown a 6-minute video on intubation. Students were exposed to video-assisted learning, video-assisted learning with instructor-guided simulation, and video-assisted learning with experiential learning. Each student was assessed by a non-graded 11 point objective structured clinical examination.

Results and Discussion. The three learning strategies: 1. Video-assisted learning, 2. Video-assisted learning with instructor-guided simulation, 3. Video-assisted learning with experiential learning (self-discovery learning) simulation showed OSCE mean scores (standard deviations) of 5.76 (2.16), 7.21 (2.35) and 7.60 (1.72), respectively. Failure of intubation was 21% (8/38), 2% (1/40) and 0% (0/36), respectively. There is an absolute risk reduction of 27-30% in failure of intubation when either VGL or VEL is used. Students recognized the contribution of the simulation-based activities to the development of their intubation skills. They appreciated the opportunity to actually perform intubation in a rehearsal setting before doing the procedure on real patients.

Conclusion. Medical simulation enhanced student skills development. Experiential learning or self-discovery learning method may be as effective as instructor guided simulation.

Key Words: intubation, medical simulation, experiential learning