Abstract:

Objective

To investigate the application effect of the goal-oriented advanced teaching method in emergency endotracheal intubation skills training.

Methods

A total of 64 standardized training residents who trained in the Department of Emergency Medicine, Zhongda Hospital, Southeast University from March 2023 to March 2024 were recruited as the research objects. Participants were randomly assigned to a control group (32 cases) and an advanced group (32 cases) based on the random number table method. Participants in the control group and advanced group received traditional clinical training and goal-oriented advanced training for tracheal intubation, respectively. After the training, all of resident doctors were assessed by theoretical test and clinical skill operations, while feedback on the teaching process was obtained through questionnaires. Besides, the training effect of resident doctors of emergency, critical care and anesthesiology in clinical practice was evaluated after 6-mouth follow-up.

Results

After the training, the total assessment scores of both the advanced group[(90.8±3.6) vs. (76.8±8.7), t=8.371, P<0.001] and the control group [(87.6 ±5.3) vs. (77.1 ±10.9),t = 4.891,P = 0.007] were significantly improved compared to those before the training.Moreover, the total assessment scores [(90.8 ± 3.6) vs. (87.6 ± 5.3),t = 2.889,P = 0.006], skill assessment scores [(55.7 ± 2.8) vs. (53.6 ± 3.7),t = 2.559,P = 0.013], and clinical thinking assessment scores [(17.8±1.6) vs. (16.1±2.0),t=3.815, P<0.001] of the advanced group after the training were all higher than those of the control group. The questionnaire survey showed that the advanced group had significantly improved scores in knowledge acceptance [(9.1 ± 0.8)vs. (7.7±1.1), t=5.719, P < 0.001], learning initiative [(8.9 ± 0.9) vs. (7.7 ± 1.4),t = 4.221, P <0.001], clinical thinking ability [(8.5 ± 1.2) vs. (7.0 ± 1.2) ,t = 5.172, P < 0.001], emergency response ability [(9.1 ± 1.0) vs. (7.2 ± 1.3),t = 6.309, P < 0.001], and training satisfaction [(9.1 ±0.9) vs. (7.7 ± 1.3),t = 5.111, P < 0.001] as compared with the control group. In clinical practice, there was no statistically significant difference in the success rate of the first tracheal intubation of residents of emergency, critical care, and anesthesiology between the advanced group and the control groups (10 / 11 vs. 6 / 9, χ²= 1.727,P = 0.189).

Conclusion

The goaloriented advanced teaching could enhance the efficacy of endotracheal intubation training for emergency resident physicians, by establishing explicit stage-specific objectives.

Key words: Advanced teaching, Emergency medicine, Endotracheal intubation, Standardized training for residents