TitelThe REINVENT-Study: REal-time INtubation and VENtilation Teaching feedback in a randomized-controlled simulation study

During ventilation and endotracheal intubation success rates are low and falling due to decreasing clinical opportunities. Therefore, simulation trainings have been implemented to teach these skills to unexperienced clinicians. Several studies suggest that the use of feedback devices can further support the teaching effect, however it has not been studied before, which specific teaching setup is most beneficial for trainee performance.

Patient/en und Methoden

This is a randomized controlled trial. We aim to include 171 participants in this study (medical students, 3rd to 6thyear). Participants take part in a simulation-based training, which simulates a planned intubation of an infant using a video-laryngoscope as well as manual ventilation before and after, which is recorded by a respiratory function monitor (RFM).
Participants are randomized into three groups with different teaching setups. In group A both devices are not visible for supervisor and participant, in group B they are only visible for the supervisor and in group C for both supervisor and participant. The primary endpoints are the number of attempts for a successful intubation and the percentage of ventilations within the tidal volume range.


As of today, we have collected data from 75 participants. We identified significant differences in the percentage of tidal volume within the range between all groups (group A to B p < 0.001; group A to C p < 0.001, group B to C p = 0.002).
We established significant differences for intubation attempts between group A and groups B (p 0.002) and C (p < 0.001), until now we could not identify statistical differences between groups C and B (p 0.190).


Based on our results, the most effective teaching method regarding the tidal volume seems to be the teaching setup of group C. We expect similar results for the intubation data once all data is collected.
It can be hypothesized that similar effects can be expected when using these teaching methods within a clinical setting. These results could be used to better design future teaching scenarios during simulation trainings as well as in clinical settings.

Erstautor*in ist unter 35 Jahre alt
Autor*in 1Robyn Dvorsky Neonatologie, AKH, Wien
Autor*in 2Franziska Rings Neonatologie, AKH, Wien
Autor*in 3Michael Wagner Neonatologie, AKH, Wien