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

  • Ryner Jose DC Carrillo
  • Nomar M. Alviar
  • Leo Daniel D. Caro
  • Ruzanne M. Caro
  • Armando C. Crisostomo
  • Lorna R. Cruz
  • Heizel Manapat-Reyes
  • Fernando E. Serra
Keywords: intubation, medical simulation, experiential learning


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, videoassisted learning with instructor-guided simulation, and videoassisted 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. Videoassisted learning, 2. Video-assisted learning with instructorguided 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.


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