Mermaid construction in Korean

Reitaku Universit

Comparison of the Nasal Cavity Guidance Methods’ Effects during Nasotracheal Intubation Using a Preformed Nasotracheal Tube: A Prospective Randomized Controlled Trial

Nasotracheal intubation is mainly performed to provide a safe airway during maxillofacial surgeries. Several guiding devices are suggested to facilitate nasotracheal intubation and reduce complications. We attempted to compare intubation conditions during nasotracheal intubation using a nasogastric tube and a suction catheter, which are readily available in operating rooms. In this study, 114 patients undergoing maxillofacial surgery were randomly divided into the nasogastric tube guidance group (NG group) and the suction catheter guidance group (SC group). The primary outcome was the total intubation time. Moreover, the incidence and degree of epistaxis, the position of the tube in the nasal cavity after intubation, and the number of manipulations during intubation in the nasal cavity were investigated. The insertion time from the nostril to the oral cavity and the total intubation time were significantly shorter in the SC group than in the NG group (p < 0.001). The incidence of epistaxis was lower at 35.1% in the NG group and 43.9% in the SC group than the previously reported 60–80%, but there was no statistical difference between the two groups. The use of a suction catheter aid during nasotracheal intubation can be used effectively because it shortens the intubation time and does not increase complications

Enhancing Sustainable Design Thinking Education Efficiency: A Comparative Study of Synchronous Online and Offline Classes

As online education advances, there is a growing interest in conducting various online courses. However, design thinking education, which heavily relies on active interactions and discussions among team members, has predominantly taken place in offline environments. This raises the question of whether online design thinking education can be equally as effective as offline education. To address this, our study conducted comparative research between offline and synchronous online design thinking classes to investigate how these different environments contribute to developing design thinking mindsets. The acquisition levels of seven design thinking mindsets—ambiguity, curiosity, empathy, experimental spirit, integrative thinking, open mind, and teamwork—were used to measure the efficiency of the design thinking classes. The research involved a 15-week project-based course provided to 126 engineering students at a university, examining the differences in design thinking mindsets before and after the completion of the process. The study’s findings demonstrated that synchronous online classes favorably influence the cultivation of design thinking mindsets, exhibiting efficiency comparable to that observed in traditional offline courses. Specifically, synchronous online classes were found to be more effective in cultivating empathy, integrative thinking, and open mind, while experimental spirit showed more significant development in offline courses. These findings contribute to a better understanding of the potential of synchronous online design thinking education and contribute the development of sustainable and effective online learning environments