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Learning intubation with neonatal videolaryngoscopy: education theory in practice
  1. Geraldine Yin Taeng Ng1,
  2. Susan Somerville2
  1. 1 Department of Paediatrics and Neonatal Medicine, Imperial College Healthcare NHS Trust, London, UK
  2. 2 Centre for Medical Education, University of Dundee, Dundee, UK
  1. Correspondence to Dr Geraldine Yin Taeng Ng, Department of Paediatrics and Neonatal Medicine, Imperial College Healthcare NHS Trust, London W12 0HS, UK; geraldine.ng{at}nhs.net

http://dx.doi.org/10.1136/archdischild-2020-321218

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    We read with interest the study by O’Shea et al,1 which provides useful trainee perspectives on videolaryngoscopy as a teaching aid and highlights the need for standardised training packages. We agree that the use of non-invasive respiratory support has lessened the opportunities for intubation training. In addition, European Working Time Directive regulations have significantly reduced training times, making the acquisition of all procedural skills more challenging for junior doctors.2

    Most UK neonatal units use direct laryngoscopy to teach intubation. However, videolaryngoscopy use is gradually increasing. We performed a qualitative study using semistructured interviews of 22 consultants and trainees in a UK tertiary neonatal unit where …

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    Footnotes

    • Contributors GYTN planned and conducted the work. GYTN and SS contributed to writing and editing the final manuscript.

    • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

    • Competing interests None declared.

    • Provenance and peer review Not commissioned; internally peer reviewed.