Effectiveness of Mobile-Based Learning for Nasogastric Tube Intubation Among Medical Students: A Randomized Controlled Trial

Background: Nasogastric tube (NGT) intubation is a critical skill, but it comes with the blind nature of the procedure and its high failure rates. Resources restrict access to traditional training methods, such as simulations based on manikins. We developed a mobile-based application, the Mobile-based Hands-on Learning System for Nasogastric Tube Intubation (MoHoNGT), to enhance undergraduate medical students’ training in this essential procedure. Methods: This open-label, randomized controlled trial was conducted in a medical center between August and October 2020, with medical students expected to enter their clerkships. The MoHoNGT and control group were exposed to the traditional training course and a self-learning period. The MoHoNGT group received additional access to MoHoNGT. Training effectiveness was evaluated by measuring knowledge, self-confidence, and performance on an objective structured clinical examination (OSCE). Statistical analyses included descriptive statistics, chi-square tests, and t-tests. Results: Seventy-three medical students were recruited. Thirty-two were allocated to the MoHoNGT group. No between-group differences were observed regarding demographic data. Post-intervention results indicated that the MoHoNGT group revealed more pronounced improvements in both NGT intubation knowledge (38.75 vs. 21.46, p < 0.001) and the confidence scale (8.50 vs. 5.17, p = 0.04). Post-study scores for NGT intubation knowledge were also higher in the MoHoNGT group (69.06 vs. 49.02, p < 0.001). Additionally, participants in the MoHoNGT group demonstrated superior performance on the OSCE (98.81 vs. 91.18, p = 0.003). Conclusions: Employing MoHoNGT with traditional training methods significantly enhanced the knowledge, self-confidence, and skills in NGT intubation among undergraduate medical students. This approach addresses various limitations of conventional techniques, suggesting that mobile-based learning could be a potential strategy for medical education.