Objective　To evaluate the effect of combined teaching of optical laryngoscope and general laryngoscope on anesthesia undergraduate practice. Methods　A total of 40 anesthesia undergraduate students were randomly divided into group A (using the optical laryngocope only in the first month and the general laryngoscope only in the second month

n=20)

and group B (using the general laryngocope only in the first month and the optical laryngoscope only in the second month

n=20). The teaching effect was evaluated through the first month and the second month of tracheal intubation assessment and questionnaire survey results. SPSS 23.0 was used for t test and chi-square test. Results　In the first month

the success rate was 90% in group A and 60% in group B

which showed that the success rate of group B was lower

with significant differences (P < 0.05). The time for tracheal intubation in group A was (61.8±5.0) s

and that in the group B was (83.0±4.9) s

showing that the time of group B was longer

with significant differences (P < 0.05). The complications in group A was 5%

and that in group B was 14%

showing that the group B had more cases of implications

with significant differences (P < 0.05). In the second month

there was no significant difference in the one-time success rate

the time for tracheal intubation

and complications between the two groups (P > 0.05). There was no significant difference in one-time success rate and complications between groups. Both groups showed that the time for general laryngoscope intubation was longer

with significant differences (P < 0.05). All of the students believed that applying optical laryngoscope teaching was beneficial and could enhance the interest of learning

and the combination of the two methods was better. Conclusion　Using the optical laryngoscope first and then the general laryngoscope teaching is more beneficial for students to master the two methods of tracheal intubation

improve the success rate

reduce complications

and cultivates their self-confidence.