Abstract
Introduction Video laryngoscopes facilitate the visualization of the glottis but do not guarantee endotracheal intubation due to difficulties in guiding the endotracheal tube to the airway. The video endotracheal tube guide (VETG), inserted into the lumen of the endotracheal tube, provides images of its progression and assists in guiding it to the airway. Objectives To analyze the learning of endotracheal intubation among medical students using the VETG. Methodology A cross-sectional, observational, analytical study of differences in learning endotracheal intubation in simulation mannequins with direct laryngoscopy, with or without the VETG, in two groups of medical students during and after a demonstration lecture. Data on the procedures and responses from the questionnaire were collected and analyzed using the Student’s t-test and chi-square test. Results Fifty-one medical students participated in the demonstration lecture, of whom 37 practiced endotracheal intubation in simulation mannequins—18 using direct laryngoscopy alone and 19 with the assistance of the VETG. During the demonstration lecture, the percentage of students visualizing the epiglottis, vallecula, and vocal cords was higher with the VETG (P 0.000053). In the practical session, the time to visualize the epiglottis (P < 0.0029) and complete the intubation (p=0.0006) was shorter with the VETG on the second attempt. The success rate of intubation on the first attempt was higher with the VETG (P = 0.002). The percentage of visualization of anatomical structures was greater with the VETG on both the first (P 0.067) and second attempts (P = 0.038). Conclusion Learning endotracheal intubation with the VETG appears promising, as it facilitates the demonstration of anatomical structures by the instructor and increases the percentage of correct intubations and the visualization of anatomical structures by medical students in a shorter time. Keywords: Endotracheal intubation, Video, VETG, Technique, Learning