Development of a 3‐Dimensional Middle Ear Model to Teach Anatomy and Endoscopic Ear Surgical Skills

Jenks, Carolyn M.; Patel, Vir; Bennett, Brittany C.; Dunham, Brian; Devine, Conor

doi:10.1177/2473974x211046598

Cited by 4 publications

(1 citation statement)

References 9 publications

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“…To our knowledge, there are currently no other high-fidelity (HF) middle ear simulators that have established construct and content validity (19,20,23). A comprehensive review of the literature identified models meant to solely mimic anatomy without functional fidelity, modified cast-produced artificial models, research prototypes, and low-fidelity (LF) models made with readily available materials (19,(23)(24)(25)(26)(27)(28). Previously, we reported preliminary studies demonstrating face (29) and content validity (30) of an HF, inexpensive, three-dimensional printed surgical middle ear simulator (SMS).…”

Section: Introductionmentioning

confidence: 99%

Content Validity of a High-Fidelity Surgical Middle Ear Simulator: A Randomized Prospective International Multicenter Trial

Youner,

Chillakuru,

et al. 2023

Otol Neurotol

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Objective After demonstration of face validity of a surgical middle ear simulator (SMS) previously, we assessed the content validity of the simulator with otolaryngology residents. Study Design Multicenter randomized prospective international study. Setting Four academic institutions. Methods Novice participants were randomized into control, low-fidelity (LF), and high-fidelity (HF) groups. Control and LF produced 2 recordings from 2 attempts, and HF produced 4 recordings from 10 attempts, with trials 1, 4, 7, and 10 used for scoring. Three blinded experts graded videos of the simulated stapedectomy operation using an objective skills assessment test format consisting of global and stapedotomy-specific scales. Results A total of 152 recordings from 61 participants were included. Baseline characteristics did not differ significantly between groups. Depending on the step of the operation, inter-rater reliability ranged from 24 to 90%. For LF and HF, years of training was significantly associated with improved scores in certain objective skills assessment test subparts. HF outperformed the control group on stapes and global scores (p < 0.05). The HF group demonstrated improvement in global score over trials, but plateaued after four trials. Scores varied greatly for participants from different institutions in certain operative steps, such as transecting incudostapedial joints, likely due to differences in instrumentation and time elapsed since manufacture. Conclusion Practice with SMS led to better performance in both global and stapes-specific scores. Further studies are needed to examine construct validity and to create otology-appropriate grading systems. Variables like instrumentation and decline in flexibility of the simulator after 12 months greatly affect performance on the simulator.

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Section: Introductionmentioning

confidence: 99%

Content Validity of a High-Fidelity Surgical Middle Ear Simulator: A Randomized Prospective International Multicenter Trial

Youner,

Chillakuru,

et al. 2023

Otol Neurotol

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Endoscopic and microscopic video modules are effective for teaching middle ear anatomy

Tu,

Nwosu,

Chieffe

et al. 2024

Laryngoscope Investig Oto

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ObjectivesTo evaluate the efficacy of video modules in improving trainees' objective knowledge of middle ear anatomy and to compare the efficacy of using the endoscope to the microscope in video modules.MethodsMedical students and residents were recruited. Two videos reviewing middle ear anatomy were developed. One video was recorded using an endoscope and the other using a microscope. Subjects were randomly assigned to either the endoscopic or microscopic video module group. A 20‐question knowledge assessment designed to assess understanding of anatomic concepts was administered to all subjects prior to the intervention. After completing the endoscopic or microscopic video modules, subjects were administered the same knowledge assessment.ResultsOf the 62 subjects recruited, 32 were randomized to the endoscope group and 30 to the microscope group. Eleven subjects completed all components of the assessment in the endoscope group and nine in the microscope group. Subjects in the endoscope group demonstrated a mean 12.3% increase in assessment scores (SD 9.1%, p = .0008), compared to a mean 11.7% increase in assessment scores in the microscope group (SD 9.4%, p = .0002). When controlling for pretest scores, there was no significant difference in posttest performance between the two groups.ConclusionBrief video modules effectively improved objective short‐term knowledge of middle ear anatomy. Although both groups demonstrated a significant improvement in knowledge, there was no significant difference in the educational utility of endoscopic videos compared to microscopic videos. Further studies with larger sample sizes may help quantify which modalities are optimal for teaching.Level of EvidenceNA.

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Three-dimensional Printing in Pediatric Otolaryngology

You

Bartellas

2022

Otolaryngologic Clinics of North America

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Development of a 3‐Dimensional Middle Ear Model to Teach Anatomy and Endoscopic Ear Surgical Skills

Cited by 4 publications

References 9 publications

Content Validity of a High-Fidelity Surgical Middle Ear Simulator: A Randomized Prospective International Multicenter Trial

Content Validity of a High-Fidelity Surgical Middle Ear Simulator: A Randomized Prospective International Multicenter Trial

Endoscopic and microscopic video modules are effective for teaching middle ear anatomy

Three-dimensional Printing in Pediatric Otolaryngology

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