Resident Education in Laryngeal Stroboscopy: Part II—Evaluation of a Multimedia Training Module

Abstract

To evaluate the efficacy of a web-based training module for teaching interpretation of laryngeal stroboscopy in a cohort of otolaryngology residents. Randomized controlled trial. Academic tertiary center. Residents from three training programs were invited to complete an assessment consisting of a survey and five stroboscopic exams. Subsequently, participants were randomized to receive teaching materials in the form of (1) a handout (HO) or (2) a multimedia module (MM) and asked to complete a post-training assessment. Responses were compared to responses provided by three fellowship-trained laryngologists. Thirty-five of 47 invited residents (74.4%) completed both assessments. Overall mean postassessment scores were 64.3% ± 7.0, with the MM group (67.0% ± 7.6, n=17) scoring higher (P=0.03) than the HO (61.6% ± 5.4, n=18) cohort. Postassessment scores did not differ by postgraduate year (P=0.75) or institution (P=0.17). Paired analysis demonstrated an overall mean improvement of 7.4% in the handout (HO) cohort (P=0.03) and 10.3% in the MM cohort (P=0.0006). Subset analysis demonstrated higher scores for the MM cohort for perceptual voice evaluation (HO=68.8% ± 11.0; MM=77.3% ± 10.6, P=0.03) and stroboscopy-specific items (HO=55.5% ± 8.2; MM=61.9% ± 10.8, P=0.06). On a five-point Likert scale, residents reported improved confidence in stroboscopy interpretation (P < 0.0001), irrespective of cohort (P=0.62). Residents rated the MM (median=5) more favorably as a teaching tool compared to the HO (median=4, P=0.001). Use of both the written HO and MM module improved scores and confidence in interpreting laryngeal stroboscopy. The MM was more effective in perceptual voice evaluation and stroboscopy-specific items. The MM was also rated more favorably by residents and may be an ideal adjunct modality for teaching stroboscopy.