In: Dental treatment13 Nov 2009
Thirty-five fifth-year dental students from a 6-year, undergraduate dental program who had never seen or used an LMA volunteered for the study. Ethical approval was granted before the study was performed by the University Ethic’s Committee and the university’s president. The participants were classified into 3 groups. The first group (n = 12) received only a demonstration on how to use the LMA (nil practice group). The second group (n = 11) received the demonstration and practiced inserting the LMA 5 times on the adult intubation model manikin (Laerdal, Stavanger, Norway; 5 times practice group). The third group (n = 12) received the demonstration and practiced inserting the LMA 10 times on the manikin (10 times practice group).
Following the demonstration and/or training, each participant inserted an adult-size No. 4 LMA in the same cadaver. Participants with varying degrees of training were randomized and immediately followed one another to insert the LMA in the cadaver. Insertion time was recorded as being the time from first handling the LMA to its insertion and connection to a self-inflating ventilation bag. The cuff of the LMA was inflated with air according to the manufacturer’s instructions before connecting the ventilation bag. A single dental anesthesiologist experienced in airway management, who did not observe the LMA placement or know the participant’s training, graded the quality of placement using a 4-mm-diameter tracheobroncho-fiberscope (Olympus BF type 3C20). The position of the LMA was determined using the following 3-tiered grading system: A = 1 (all of the vocal cords can be seen), В = 2 (part of the vocal cords can be seen), and С = 3 (vocal cords cannot be seen). The technical index was used to describe the averaged sum of all insertion times in seconds multiplied by a placement grade for each group.
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