Klotz Jessica J, Dooley-Hash Suzanne L, House Joseph B, Andreatta Pamela B
From the University of Minnesota Medical School (J.J.K., P.B.A.), Minneapolis, MN; and University of Michigan Medical School (S.L.D.-H., J.B.H., P.B.A.), Ann Arbor, MI.
Simul Healthc. 2014 Dec;9(6):377-83. doi: 10.1097/SIH.0000000000000057.
Summary statement: Intubating adult patients presents numerous challenges for clinicians. Procedural complexities associated with performing pediatric and neonatal intubation, along with a lower frequency of a need for intubating pediatric and neonatal patients, further amplifies the difficulties associated with acquiring and maintaining relevant clinical skills. Clinicians must develop and maintain competency through training and continuing medical education. A systematic review was conducted through June 2012 to examine current instructional methods, assessment tools, and training models in pediatric and neonatal intubation training. Variability among the included literature on instruction, assessment, and models used to support training makes direct comparison problematic. The results of this review emphasize the need for improvement of current instructional methods to promote competency acquisition; development of valid, reliable assessment tools to evaluate clinician competency; and identification of a superior training model to promote acquisition and maintenance of skills associated with intubation of pediatric patients.
对成年患者进行插管对临床医生来说存在诸多挑战。与小儿和新生儿插管相关的操作复杂性，以及小儿和新生儿患者插管需求频率较低，进一步加剧了获取和维持相关临床技能的困难。临床医生必须通过培训和继续医学教育来培养并维持能力。截至2012年6月进行了一项系统综述，以研究小儿和新生儿插管培训中的当前教学方法、评估工具和培训模式。纳入文献中关于教学、评估以及用于支持培训的模式存在差异，这使得直接比较存在问题。该综述结果强调需要改进当前教学方法以促进能力获得；开发有效、可靠的评估工具以评估临床医生能力；以及确定一种卓越的培训模式以促进与小儿患者插管相关技能的获得和维持。
