ABSTRACT : Direct laryngoscopy and intubation is a necessary skill to be acquired by every health care provider. The pitfalls of teaching endotracheal intubation using direct laryngoscopy were overcome by videolaryngoscopy. We hypothesised that teaching endotracheal intubation using videolaryngoscopy will provide better outcomes.

Aim: To assess the relative efficacy of two instructional methods for teaching endotracheal intubation. overall success rate between the two groups was the primary outcome variable

METHODS : 60 medical doctors (interns) were grouped in to two groups didactic training (DID) and video-laryngoscopic feedback (VLS) (n=30 per group). In phase 1, 3 intubations were demonstrated using direct laryngoscopy in DID group and novel videolaryngoscopic device in VLS group. In phase 2, mannequin practice was allowed till10 consecutive successful attempts (5 untimed, 5 timed direct laryngoscopy for DID group and 5 untimed videolaryngoscopy, 5 timed conventional laryngoscopy in VLS group) were achieved. In phase 3, 5 intubations using direct laryngoscopy were performed by both groups and observations were recorded

RESULTS : The mean overall success rate was higher in VLS group than DID group (93.33±12.12% Vs 77.33±20.83%, p=0.001)

CONCLUSIONS : Teaching of endotracheal intubation to novice medical doctors using videolaryngoscopic feedback results in higher overall success rate and first attempt success rate when compared to conventional didactic method .