Implementation and Evaluation of a Virtual Elective in Otolaryngology in the Time of COVID‐19

Abstract

Objective To develop and evaluate a virtual otolaryngology medical student elective created during the COVID-19 crisis with the intention of teaching the basic tenets of otolaryngology and increasing exposure to the specialty. Study Design Cross-sectional survey. Setting Emory University School of Medicine. Methods A 1-week virtual otolaryngology curriculum was offered to third- and fourth-year medical students that centered on the American Academy of Otolaryngology–Head and Neck Surgery Foundation’s handbook Primary Care in Otolaryngology (fourth edition). The course covered a variety of topics and was conducted remotely via online video conferencing software. We applied multiple teaching modalities and surveyed students regarding the effectiveness of the course. Mixed methods analysis was employed to analyze the course data. Results Twelve students participated; 67% reported their baseline precourse understanding of otolaryngology in the “poor-fair” range. After the course, 92% of students reported increased understanding, with 42% and 58% reporting “good” and “very good” understanding, respectively. Following completion of the course, posttest scores on summative assessments were significantly higher than pretest scores ( P < .001). Ninety-two percent of students reported either “increased” or “greatly increased” interest in otolaryngology postcourse. Qualitative survey results revealed students’ appreciation of course organization, formative assessments, and case-based learning. Conclusions An otolaryngology elective administered through a virtual format can be effective at providing an educational experience and garnering interest in the field. Positive exposure to otolaryngology can increase medical students’ interest in pursuing the specialty and expand their general knowledge of consultation, diagnosis, and management in otolaryngology.

Evaluation of an interactive virtual surgical rotation during the COVID‐19 pandemic

“…Studies of didactic-based virtual electives show high student satisfaction as well as significant improvement in medical student performance in post-versus pre-tests on specialty-specific material. 10 , 11 …”

“…For surgical specialties, these virtual curricula have included learning tools such as targeted readings, case-based discussions, simulated or real patient interactions, and instructional surgical videos. 9 , 10 , 11 , 12 , 13 However, literature evaluating the effectiveness of these interventions is limited, and few studies have addressed the significant problem of lack of student access to the operating room (OR) for interactive learning. One study described a virtual surgical subinternship that included simulated surgical skills workshops, 13 and another presented a case report of live-streaming from the OR for medical student education, 14 but neither have yet evaluated the educational value of these virtual experiences from student or faculty perspectives.…”

Virtual Resident Mentorship Groups for Fourth Year Medical Students Applying into Otolaryngology-Head and Neck Surgery

“…19,20 Such innovations have included national consortia to deliver high-quality faculty lectures, real-time streaming of surgeries, opening access to student attendance at virtual tumor boards and other didactics, interactive discussions with faculty and residents, telesimulation, self-paced curricula, and virtual electives. 12,19,[21][22][23][24] Our program demonstrates how virtual spaces can provide infrastructure for near-peer mentorship that accomplishes objectives of didactic teaching, facilitate resident-student networking, and enables applicants to meet one another, all goals of traditional visiting subinternships built into accreditation standards for both medical students and residents. 4,5 The transition to residency represents a unique opportunity to provide these types of programs, which may strengthen the student experience both during and after the COVID-19 pandemic.…”

Development, implementation, and uptake of a novel CaRMS residency recruitment committee strategy in the era of COVID-19

“…9 Some strategies that have been described to overcome some of the barriers faced by limited face-to-face contact include the creation of virtual electives and surgical skills workshops, online lecture series, mentorship programs, and initiatives targeted to increase diversity, equity and inclusion for under-represented applicants. [12][13][14][15][16][17][18] In our study, we found that providing large group-sessions ensured equal access to information provided about the program and was necessary to maintain fairness during the CaRMS process. We suggest including current residents of all levels of training and former graduates of the program to speak about their experiences as this provides listeners with a diverse experiences and a direct representation of their careers as future urology trainees and alumni.…”