Intensive Care Department, Sir Charles Gairdner Hospital, Nedlands 6009, Western Australia, Australia.
Resuscitation. 2010 Dec;81(12):1687-91. doi: 10.1016/j.resuscitation.2010.05.026. Epub 2010 Jul 17.
To compare the '4-stage' teaching technique (demonstration, deconstruction, formulation, performance) with the traditional '2-stage' teaching technique (deconstruction, performance) in laryngeal mask airway (LMA) insertion.
Using a prospective randomised study design, participants were taught LMA insertion on a manikin by either the '2-stage' or '4-stage' teaching method. Subjects were eligible if they had never inserted a LMA. Skill acquisition was assessed immediately following training, and skill retention assessed a number of weeks later. The primary outcome was LMA insertion on a manikin, with successful ventilation within 30 s. Other outcomes included overall time to LMA insertion, and number of errors. Assessors were blinded to the teaching method used for each subject.
A total of 120 participants were randomised between the two teaching groups (60 subjects in each group). Mean time to LMA insertion at acquisition was 39.7 s for 2-stage and 34.7 s for 4-stage (p>0.05), and proportion completing within 30 s was 41.67% for 2-stage and 48.33% for the 4-stage teaching group (p>0.05). With skill retention assessment, mean time to LMA insertion was 44.3 s for 2-stage and 42.5 s for the 4-stage teaching group (p>0.05). Proportion completing task within 30 s was 34.0% for 2-stage and 41.67% for 4-stage group (p>0.05). Overall, there was no significant difference found in skill acquisition or in skill retention between the 2 or 4-stage teaching method.
The 2-stage teaching technique is not statistically different to the 4-stage teaching method in efficacy of LMA insertion skill acquisition or retention.
比较“4 阶段”教学技术（演示、解构、制定、表现）与传统的“2 阶段”教学技术（解构、表现）在喉罩气道（LMA）插入中的应用。
采用前瞻性随机研究设计，通过“2 阶段”或“4 阶段”教学方法，在模型上向参与者教授 LMA 插入。如果受试者从未插入过 LMA，则符合入组条件。在培训后立即评估技能习得，然后在数周后评估技能保留。主要结果是在模型上进行 LMA 插入，在 30 秒内成功通气。其他结果包括 LMA 插入的总时间和错误数量。评估者对每个受试者使用的教学方法不了解。
共有 120 名参与者被随机分为两组教学组（每组 60 名）。获得时 LMA 插入的平均时间为 2 阶段 39.7 秒，4 阶段 34.7 秒（p>0.05），在 2 阶段内完成的比例为 41.67%，4 阶段组为 48.33%（p>0.05）。在技能保留评估中，2 阶段的平均 LMA 插入时间为 44.3 秒，4 阶段的为 42.5 秒（p>0.05）。在 2 阶段完成任务的比例为 34.0%，4 阶段组为 41.67%（p>0.05）。总体而言，在技能习得或保留方面，2 阶段或 4 阶段教学方法之间没有发现显著差异。
在 LMA 插入技能习得或保留方面，2 阶段教学技术与 4 阶段教学技术在效果上没有统计学差异。
