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Neonatal videolaryngoscopy as a teaching aid: the trainees’ perspective
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  • Published on:
    Response to Neonatal videolaryngoscopy as a teaching aid: the trainees’ perspective
    • Geraldine Y T Ng, Consultant Neonatologist and Honorary Senior Lecturer Imperial College Healthcare NHS Trust
    • Other Contributors:
      • Susan Somerville, Lecturer, Postgraduate Medicine

    Dr O’Shea and colleagues provide useful trainee perspective on the use of videolaryngoscopy as a teaching aid and highlight the need for standardised training packages.

    We performed a qualitative study using semi-structured interviews of 22 consultants and trainees in a UK tertiary neonatal unit where videolaryngoscopy is commonly used. Interviews were recorded and transcribed verbatim. Data was analysed using attribute and descriptive coding methods. Framework Analysis was used to interpret the data obtained from interviews.

    In our study, videolaryngoscopy was felt to have largely positive effects on facilitating safer training in an era where intubation opportunities are lacking. As with O’Shea et al,(1) our participants felt that videolaryngoscopy allowed considerably easier demonstration of intubation techniques. Interviewees commented that looking at the monitor combined with the movements of the operator and coaching in real-time, assisted eye-hand co-ordination and made it easier to correct technique. Visual feedback would benefit kinaesthetic learning as per the VARK: Visual, Aural, Read/write, and Kinesthetic learning styles, although the existence of these styles is debated.(2,3)
    In our study, interviewees felt that use of videolaryngosopy allowed group teaching, and instilled confidence in those watching in what was occurring. This ‘team learning’ aligns with social cognitive theory, where learning experiences are active and social, with re...

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    Conflict of Interest:
    None declared.
  • Published on:
    Re: Neonatal videolaryngoscopy as a teaching aid
    • Andrew Y Huang, Anaesthetist, Specialist Pain Medicine Physician Austin Health | Eastern Health | The University of Melbourne

    Dear Editor,
    As an emerging medical education researcher with an interest in video, and as a practising anaesthetist, I read O’Shea et al’s article on neonatal videolaryngoscopy[1] with great interest. I applaud and encourage the authors for their interest in medical education, which I believe underpins medicine’s ability to do the best for our patients. However, I wish to draw attention to two points that I believe should be addressed for future papers covering this topic.
    1. The authors in this paper use the words “conventional laryngoscope blades” to describe direct laryngoscopy without video feed. This assumes that what is conventional for the authors is conventional for the audience. In this paper I had assumed that “conventional” to a neonatologist would be a Miller (straight) blade, and that the video laryngoscope blade was a Macintosh blade because it was curved. However, after reviewing Kirolos and O’Shea[2], I recognised that both types of blade used in the study were possibly Miller blade variants, although I cannot know for certain. I feel it would be better in future papers that the term “conventional largynoscope blade” be avoided and the specific type of blades be specified.
    2. Grounded theory is cited as the methodology used for the free text response analysis. I wish to point out that there are several variants of grounded theory with different methodologies following the divergence between the two original authors, Glasser and Strauss[3]...

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    Conflict of Interest:
    None declared.