Otolaryngology Education Research Articles

Evaluation of the BOPPPS model on otolaryngologic education for five-year undergraduates

BackgroundThis study aimed to assess the effectiveness of the BOPPPS model (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) in otolaryngology education for five-year undergraduate students.MethodsA non-randomized controlled trial was conducted with 167 five-year undergraduate students from Anhui Medical University, who were allocated to an experimental group and a control group. The experimental group received instruction using the BOPPPS model, while the control group underwent traditional teaching methods. The evaluation of the teaching effectiveness was performed through an anonymous questionnaire based on the course evaluation questionnaire. Students’ perspectives and self-evaluations were quantified using a five-point Likert scale. Furthermore, students’ comprehension of the course content was measured through a comprehensive final examination at the end of the semester.ResultsStudents in the experimental group reported significantly higher scores in various competencies compared to the control group: planning work (4.27 ± 0.676 vs. 4.03 ± 0.581, P < 0.05), problem-solving skills (4.31 ± 0.624 vs. 4.03 ± 0.559, P < 0.01), teamwork abilities (4.19 ± 0.704 vs. 3.87 ± 0.758, P < 0.05), and analytical skills (4.31 ± 0.719 vs. 4.05 ± 0.622, P < 0.05). They also reported higher motivation for learning (4.48 ± 0.618 vs. 4.09 ± 0.582, P < 0.01). Additionally, students in the experimental group felt more confident tackling unfamiliar problems (4.21 ± 0.743 vs. 3.95 ± 0.636, P < 0.05), had a clearer understanding of teachers’ expectations (4.31 ± 0.552 vs. 4.08 ± 0.555, P < 0.05), and perceived more effort from teachers to understand their difficulties (4.42 ± 0.577 vs. 4.13 ± 0.59, P < 0.01). They emphasized comprehension over memorization (3.65 ± 1.176 vs. 3.18 ± 1.065, P < 0.05) and received more helpful feedback (4.40 ± 0.574 vs. 4.08 ± 0.585, P < 0.01). Lecturers were rated better at explaining concepts (4.42 ± 0.539 vs. 4.08 ± 0.619, P < 0.01) and making subjects interesting (4.50 ± 0.546 vs. 4.08 ± 0.632, P < 0.01). Overall, the experimental group expressed higher course satisfaction (4.56 ± 0.542 vs. 4.34 ± 0.641, P < 0.05). In terms of examination performance, the experimental group scored higher on the final examination (87.7 ± 6.7 vs. 84.0 ± 7.7, P < 0.01) and in noun-interpretation (27.0 ± 1.6 vs. 26.1 ± 2.4, P < 0.01).ConclusionThe BOPPPS model emerged as an effective and innovative teaching method, particularly in enhancing students’ competencies in otolaryngology education. Based on the findings of this study, educators and institutions were encouraged to consider incorporating the BOPPPS model into their curricula to enhance the learning experiences and outcomes of students.

The Use of Artificial Intelligence to Improve Readability of Otolaryngology Patient Education Materials.

The recommended readability of health education materials is at the sixth-grade level. Artificial intelligence (AI) large language models such as the newly released ChatGPT4 might facilitate the conversion of patient-education materials at scale. We sought to ascertain whether online otolaryngology education materials meet recommended reading levels and whether ChatGPT4 could rewrite these materials to the sixth-grade level. We also wished to ensure that converted materials were accurate and retained sufficient content. Seventy-one articles from patient educational materials published online by the American Academy of Otolaryngology-Head and Neck Surgery were selected. Articles were entered into ChatGPT4 with the prompt "translate this text to a sixth-grade reading level." Flesch Reading Ease Score (FRES) and Flesch-Kincaid Grade Level (FKGL) were determined for each article before and after AI conversion. Each article and conversion were reviewed for factual inaccuracies, and each conversion was reviewed for content retention. The 71 articles had an initial average FKGL of 11.03 and FRES of 46.79. After conversion by ChatGPT4, the average FKGL across all articles was 5.80 and FRES was 77.27. Converted materials provided enough detail for patient education with no factual errors. We found that ChatGPT4 improved the reading accessibility of otolaryngology online patient education materials to recommended levels quickly and effectively. Physicians can determine whether their patient education materials exceed current recommended reading levels by using widely available measurement tools, and then apply AI dialogue platforms to modify materials to more accessible levels as needed. Level 5.

Communication training in otorhinolaryngology education : Comparison of an online and aclassroom-based training course

Communication skills are among the most important key qualifications of the medical profession. To what extent these can also be acquired online in medical education in otolaryngology is investigated in this study. Avoluntary online training for the teaching of communication skills was compared with acorresponding face-to-face format. The question of the extent to which acceptance of the two formats and students' self-assessment of their communicative skills differed was investigated. In the online training, students were prepared for the topic asynchronously via avideo. Thereafter, they were able to conduct consultations with simulation patients online and synchronously. The face-to-face training was comparable in structure and duration and took place in an earlier semester. The acceptance of both seminars was assessed by aquestionnaire with 19items on afive-point Likert scale. Self-assessment of communication skills was measured by a10-cm visual analog scale pre/post with 16items. Both formats achieved high acceptance with an average score (M) of 2.08 (standard deviation, SD = 0.54) for the online format and M = 1.97 (SD = 0.48) for the face-to-face event. Students' self-assessments of communication skills showed atwofold increase in the online group (M = 1.54, SD = 0.94) compared to the face-to-face group (M = 0.75, SD = 0.87). This study shows that teaching communication skills in the online format was well accepted and resulted in significant changes in students' self-assessment of communication skills.

Analysis of the Application of the Ladder Teaching Method Combined with Case Teaching in Otolaryngology Nursing Teaching

Objective: To analyze the feasibility of adopting a combined ladder and case teaching method in otolaryngology nursing teaching. Method: Nursing students in the otolaryngology department were selected. According to the admission time of nursing students, 30 nursing students formed a control group (conventional nursing teaching), and 30 nursing students who were admitted later formed an observation group (ladder and case teaching method). The learning performance and teaching effectiveness of nursing students under different teaching methods were analyzed. Result: The academic performance and teaching effectiveness of the observation group were higher than those of the control group (P &lt; 0.05). Conclusion: The implementation of the ladder and case teaching method during the teaching of otolaryngology nursing significantly improved the student’s academic performance and teaching effectiveness. This method has great practical value.

Evaluating the Current Ability of ChatGPT to Assist in Professional Otolaryngology Education.

To quantify ChatGPT's concordance with expert Otolaryngologists when posed with high-level questions that require blending rote memorization and critical thinking. Cross-sectional survey. OpenAI's ChatGPT-3.5 Platform. Two board-certified otolaryngologists (HZ, RS) input 2 sets of 30 text-based questions (open-ended and single-answer multiple-choice) into the ChatGPT-3.5 model. Responses were rated on a scale (correct, partially correct, incorrect) by each Otolaryngologist working simultaneously with the AI model. Interrater agreement percentage was based on binomial distribution for calculating the 95% confidence intervals and performing significance tests. Statistical significance was defined as P < .05 for 2-sided tests. In testing open-ended questions, the ChatGPT model had 56.7% of initially answering questions with complete accuracy, and 86.7% chance of answer with some accuracy (corrected agreement = 80.1%; P < .001). For repeat questions, ChatGPT improved to 73.3% with complete accuracy and 96.7% with some accuracy (corrected agreement = 88.8%; P < .001). For multiple-choice questions, the ChatGPT model performed substantially worse (43.3% correct). ChatGPT currently does not provide reliably accurate responses to sophisticated questions in Otolaryngology. Professional societies must be aware of the potential of this tool and prevent unscrupulous use during test-taking situations and consider guidelines for clinical scenarios. Expert clinical oversight is still necessary for myriad use cases (eg, hallucination).

International Medical Graduates in Otolaryngology Education: The Overlooked Path to Diversity and Inclusivity.

"International Medical Graduates" (IMGs) make up a large percentage of "underrepresented in medicine" physicians and comprise 25% of the US physician workforce. The American Academy of Otolaryngology-Head and Neck Surgery, in its "Statement on Diversity," has expressed its enduring commitment to inclusion and diversity in all its forms. However, unlike various other specialties, a discussion about integration of IMGs in Otolaryngology has not been raised in our community. This commentary reviews the data on the recruitment of IMGs in Otolaryngology residency programs and highlights the need for a strategic effort to increase their participation in the US residency programs. Strong benefits may be derived from this effort such as promoting inclusivity and diversity of the workforce and increasing the support of the nation's underserved communities.

Evaluation of the impact of the Covid-19 pandemic on the teaching of otolaryngology and cervico-facial surgery

Evaluation of the impact of the Covid-19 pandemic on the teaching of otolaryngology and cervico-facial surgery

Knowledge of Tonsillectomy Indications among Primary Healthcare Physicians in Riyadh, Saudi Arabia

Background and Aims: Tonsillectomy is a common procedure in children and adults. Despite its popularity, many physicians still need to be adequately educated regarding the indications for tonsillectomy. Recurrent tonsillitis is the most common indication in which primary care physicians seek consultation from otolaryngology. This study aimed to assess the knowledge of indications for tonsillectomy among primary healthcare physicians in Riyadh, Saudi Arabia. Methods: This cross-sectional study was conducted between March and August 2022, with a sample size of 100 male and female primary healthcare physicians in Riyadh, Saudi Arabia. A questionnaire on demo¬graphic data, clinical practice and exposure, and basic knowledge of current tonsillectomy indications was administered to the participants, and data were analyzed. Results: Of the 73 primary care providers included in the study, almost 70% had an average-to-poor knowledge of tonsillectomy indications. Women had better knowledge than men. Conclusions: The results of the present study indicate that primary healthcare physicians’ knowledge regarding adenotonsillectomy indications is still inadequate. Enrichment of the otolaryngology teaching at medical school and in residency programs is essential for optimization of the primary care delivered to patients.

Using the Lessons of Learning Science to Improve Medical Education in Otolaryngology.

This review synthesizes information from original research in the field of learning theory and the psychology of learning in order to provide evidence-based study methods to adult learners in the field of medicine. A literature review was conducted and results were synthesized in a narrative fashion. Deeper levels of analysis produce longer lasting memory; therefore, the concept of creating a "desirable level of difficulty" when it comes to study material and methods has been shown to promote learning. When the learner uses a higher subjective level of effort in processing information, they can maximize the efficacy of their studying efforts. This review describes how memory encoding can be enhanced by applying several theories of learning psychology including the generation effect and the interleaving effect. The use of mnemonics, the "memory palace," and hand-written notes have also proven useful to enhance information recall. Methods that promote long-term learning including the spacing effect and delayed repetition are reviewed. Learning theory shows that the most effective learners use self-testing and forced recall to retain more information with limited study time. The application of these learning methods may help to improve information retention and productiveness among adult learners.

A Needs Assessment for the Future of Otolaryngology Education.

The field of otolaryngology-head and neck surgery is rapidly changing, and surgical education must keep pace. In the face of recent advances in medical knowledge, surgical technique, and novel technology, educators may find it increasingly difficult to identify the evolving educational needs of otolaryngology residents. To better align training activities with modern practice patterns, we propose conducting a longitudinal needs assessment by designing a standardized specialty-specific survey for practicing otolaryngologists. This recurring survey could be implemented alongside accreditation or other continuing medical education activities. The outcomes would report what contemporary otolaryngologists see and do in everyday practice to guide educational reforms to better prepare trainees for future practice.

Asynchronous learning among otolaryngology residents in the United States

ObjectiveOtolaryngology resident learning has historically relied on didactic lectures, textbook reading, and practical hands-on patient care. However, evidence suggests that an increasing proportion of residents in other specialties are deviating from this paradigm. This work aims to characterize otolaryngology residents' current asynchronous learning practices (i.e., personal learning outside of didactics and patient care). MethodsA thirteen-question survey of otolaryngology residents in the United States was performed from 10/1/2020–12/1/2020 assessing demographics, educational resource utilization, and educational resource preference. ResultsNearly all (99 %) respondents reported engaging with educational materials outside of didactics and case prep. Textbook reading comprised 27 % of residents' total study time, with additional time split between board-review book reading (20 %), searching the web (18 %), watching online videos (15 %), and listening to podcasts (10 %). Residents' highest ranked resources were videos, board-review books, textbooks, podcasts, and recorded lectures. Among electronic and multimedia resources, more than half of residents used the following resources: Iowa Head and Neck Protocols (91 %), Board Vitals (75 %), UpToDate (60 %), YouTube (57 %), Google (56 %), and Headmirror (54 %). ConclusionCurrent otolaryngology resident learning involves substantial use of asynchronous learning, including videos, web-based learning, and podcasts, which currently outpace traditional textbook- and didactic-based education. This underscores the need to consider a paradigm shift within academic otolaryngology education away from textbooks and other tradition media to the generation of high-quality multimedia resources for resident learning.

Systematic review and meta-analysis of 3D-printing in otolaryngology education

IntroductionThree-dimensional (3D) printing has received increased attention in recent years and has many applications. In the field of otolaryngology surgery, 3D-printed models have shown potential educational value and a high fidelity to actual tissues. This provides an opportunity for trainees to gain additional exposure, especially as conventional educational tools, such as cadavers, are expensive and in limited supply. The purpose of this study was to perform a meta-analysis of the uses of 3D-printing in otolaryngology education. The primary outcomes of investigation were surgical utility, anatomical similarity, and educational value of 3D-printed models. Secondary outcomes of interest included country of implementation, 3D-printer materials and costs, types of surgical simulators, and the levels of training of participants. MethodsMEDLINE, Embase, Web of Science, Google Scholar and previous reviews were searched from inception until June 2021 for eligible articles. Title, abstract, and data extraction were performed in duplicate. Data were analyzed using random-effects models. The National Institute of Health Quality Assessment Tool was used to rate the quality of the evidence. ResultsA total of 570 abstracts were identified and screened by 2 independent reviewers. Of the 274 articles reviewed in full text, 46 articles met the study criteria and were included in the meta-analysis. Surgical skill utility was reported in 42 studies (563 participants) and had a high degree of acceptance (84.8%, 95% CI: 81.1%–88.4%). The anatomical similarity was reported in 39 studies (484 participants) and was received positively at 80.6% (95% CI: 77.0%–84.2%). Educational value was described in 36 studies (93 participants) and had the highest approval rating by participants at 90.04% (87.20%–92.88%). A subgroup analysis by year of publication demonstrated that studies published after 2015 had higher ratings across all outcomes compared to those published prior to 2015. ConclusionThis study found that 3D-printing interventions in otolaryngology demonstrated surgical, anatomical, and educational value. In addition, the approval ratings of 3D-printed models indicate a positive trend over time. Future educational programs may consider implementing 3D-printing on a larger scale within the medical curriculum to enhance exposure to otolaryngology.

Application of PDCA Circulation Method in Clinical Teaching of Otolaryngology

Application of PDCA Circulation Method in Clinical Teaching of Otolaryngology

The Role of Educational Podcast Use Among Otolaryngology Residents.

Medical podcasts are becoming increasingly available; however, it is unclear how these new resources are being used by trainees or whether they influence clinical practice. This study explores the preferences and experiences of otolaryngology residents with otolaryngology-specific podcasts, and the impact of these podcasts on resident education and clinical practice. An 18-question survey was distributed anonymously to a representative junior (up to post-graduate year 3) and senior (post-graduate year 4 or greater) otolaryngology residents at most programs across the US. Along with demographic information, the survey was designed to explore the preferences of educational materials, podcast listening habits and motivations, and influence of podcasts on medical practice. Descriptive statistics and student t-tests were used to analyze the results. The survey was distributed to 198 current otolaryngology residents representing 94% of eligible residency programs and was completed by 73 residents (37% response rate). Nearly 3-quarters of respondents reported previous use of otolaryngology podcasts, among which 83% listen at least monthly. Over half of residents changed their overall clinical (53%) and consult (51%) practice based on podcast use. Residents rank-ordered listening to podcasts last among traditional options for asynchronous learning, including reading textbooks and watching online videos. While other asynchronous learning tools remain popular, most residents responding to this survey use podcasts and report that podcasts influence their clinical practice. This study reveals how podcasts are currently used as a supplement to formal otolaryngology education. Results from the survey may inform how medical podcasts could be implemented into resident education in the future.

Defining performance levels in undergraduate otolaryngology education

This study seeks the opinions of qualified doctors on what they feel medical students should learn about otolaryngology. It aims to identify both the content deemed relevant and the performance levels for medical students in otolaryngology. A national survey developed from a content analysis of undergraduate otolaryngology curricula from the UK was undertaken, accompanied by a review of the literature and input from an expert group. Data were collected from a wide range of doctors. Participants felt that graduating students should be able to: recognise, assess and initiate management for common and life-threatening acute conditions; take an appropriate patient history; and perform an appropriate examination for the majority of otolaryngology clinical conditions but manage only a select few. This study reports performance levels for otolaryngology topics at an undergraduate level. Participating doctors felt that a higher level of performance should be expected of students treating life-threatening, acute and common otolaryngology conditions.

Advancing global medical education in otolaryngology through hands-on skills training and simulation-based learning.

Advancing global medical education in otolaryngology through hands-on skills training and simulation-based learning.

Three-dimensional printing in otolaryngology education: a systematic review.

The progressive expansion of the technology that facilitates the development of three-dimensional (3D) printing within the field of otorhinolaryngology has opened up a new study front in medicine. The objective of this study is to systematically review scientific publications describing the development of 3D models having applications in otorhinolaryngology, with emphasis on subareas with a large number of publications, as well as the countries in which the publications are concentrated. In this literature review, specific criteria were used to search for publications on 3D models. The review considered articles published in English on the development of 3D models to teach otorhinolaryngology. The studies with presurgical purposes or without validation of the task by surgeons were excluded from this review. This review considered 39 articles published in 10 countries between 2012 and 2021. The works published prior to 2012 were not considered as per the inclusion criteria for the research. Among the 39 simulators selected for review, otology models comprised a total of 15 publications (38%); they were followed by rhinology, with 12 (31%); laryngology, with 8 (21%); and head and neck surgery, with 4 publications (10%). The use of 3D technology and printing is well established in the context of surgical education and simulation models. The importance of developing new technological tools to enhance 3D printing and the current limitations in obtaining appropriate animal and cadaver models signify the necessity of investing more in 3D models.

Technology-Enhanced Active Learning with Flipped Classroom on Otolaryngology Education

Objective: To determine the learning outcomes in otolaryngology education, comparing the traditional lecture-based classroom with the flipped classroom combined with a case-based approach. Materials and Methods: The participants were fourth year medical students and divided into two groups, the traditional classroom group and the flipped classroom group. The topic “vertigo” was chosen for the content of the present study. The traditional groups were assigned to attend a didactic lecture. The flipped group were assigned to watch the video lecture and answer the quizzes on the online application “Edpuzzle”, and they used time during the in-class activity for case-based discussion and role playing involving the doctor-patient interaction. All participants completed a questionnaire, and the final assessment scores. Results: Two hundred thirty-nine medical students were enrolled. Some 113 students participated in the traditional group, and 126 students participated in the flipped group. The knowledge assessment in the flipped group had significantly higher scores than those from the traditional group (p=0.042 and &lt;0.001 respectively). Objective structured clinical examination scores and the score of some items in the questionnaires were also significantly higher in the flipped group than in the traditional group (p&lt;0.001). Conclusion: The implementation of the flipped classroom consists of pre-class activities using an instructor-developed video and a free online application, combined with a case-based approach during the in-class activity appears to be more effective in terms of medical students gaining knowledge and skills on otolaryngology education compared with the traditional instruction method. Keywords: Flipped classroom; Otolaryngology; Vertigo; Technology; Active learning

Anatomical Models versus Nontactile Distanced Learning in Otolaryngology Teaching.

Introduction Medical schools in the United Kingdom are under increasing pressure to provide more streamlined, applicable teaching due to rising numbers of trainee doctors but are failing to meet their educational need for otolaryngology. The recent novel coronavirus disease 2019 (COVID-19) pandemic has placed additional pressures on medical schools to adapt the medium over which the curriculum is delivered. The use of tactile learning with three-dimensional models and distanced learning via videoconferencing may provide alternative teaching methods to meet otolaryngology undergraduate learning requirements. This pilot study aimed to assess the differences in undergraduate student attitudes toward tactile learning via nontactile distanced learning and review their acceptability among this cohort. Methods Two groups of medical students observed a single educational event on the larynx and management of the airway. The learning opportunity was delivered in a lecture format with the lecturer demonstrating on an anatomical model of the larynx. Group one (tactile group) had an identical model to interact with during the lecture and were present within the lecture theater; group two (nontactile group) did not and observed the lecture via video link. Students were asked to rank their opinion to several statements about the session based on an 11-point Likert's scale and give qualitative feedback. Results All ranked feedback was mainly positive. Tactile learning was statistically equivalent to nontactile learning based on the ranked feedback from the students, except for “improvement in anatomical knowledge,” for which the students believed tactile learning was superior ( p = 0.017). A variety of qualitative feedback was received by both groups. Conclusion This pilot study provides evidence for the acceptability among students of the use of nontactile distanced learning to deliver the otolaryngology undergraduate curriculum compared with tactile learning. This can provide the basis for larger studies to assess the educational impact of these different teaching methods.

A survey of Queensland medical education in otolaryngology

Background: Little literature exists examining the effectiveness and adequacy of otolaryngology teaching during undergraduate training within Australia. This education influences preparedness of interns particularly during their emergency terms but may also contribute to career choices later in professional life. This study used a questionnaire to examine interns’ perceptions of previous teaching opportunities and correlates this with their perceived knowledge of otolaryngology.