Integrative resident education curriculum to adapt to the modern otolaryngology trainee

Abstract

Objectives/Hypothesis To examine the perspectives of current otolaryngology–head and neck surgery residents and faculty members on educational formats and approaches. To assess the effects of a novel integrative educational curriculum for residents by examining results from the otolaryngology training examination (OTE). We hypothesized that altering the current curriculum to accentuate resident participation would result in improved performance on the OTE. Study Design Prospective cohort study. Methods We conducted a study from June 2015 to July 2018. All faculty attendings and residents were asked to participate in the study and were included. A novel educational curriculum founded on the principles of experiential learning and utilizing the PulseQD app to facilitate collaborative learning was implemented. The results of a questionnaire distributed within the department and yearly OTE scores were collected. Results Residents and faculty attendings reported comparable exposure to educational formats throughout their training, although residents had more experience with flipped classroom settings. Both groups had similar attitudes toward the importance and effectiveness of educational opportunities. There was a statistically significant improvement in OTE scores in each of the 2 years after implementation of the educational changes (P = .0296 and P = .00237, respectively), with all current residents improving their scores on the most recent OTE. Conclusions Through implementation of this integrative educational curriculum our residents showed significant improvement in OTE scores. Our results suggest that this type of curriculum, which combines a variety of approaches including a flipped classroom model with active participation and integrates app technology, can improve resident performance on educational assessments. Level of Evidence 2 Laryngoscope, 130:615–621, 2020

Correlation Analysis of Demographic Characteristics of Internal Medicine Residents on the Training Effect of Flipped Teaching Based on Video Conference

“…[18] Howard S Moskowitz et al suggested this type of curriculum, which combined a variety of approaches including a flipped classroom model with active participation and integrates app technology, could improve otolaryngology-head and neck surgery residents performance on educational assessments. [19] Eunicia Tan et al suggested that flipped classroom showed promise as an acceptable approach to in-house emergency medicine teaching. [20] All the above represented flipped teaching had achieved good feedback and application effect for residents training in the field of different clinical specialties.…”

Advanced head and neck surgery training during the COVID‐19 pandemic

“…The majority of current surgical trainees have been exposed to virtual learning environments from an early age, are quick to adapt to these formats (Larvin, 2009) (Martinelli et al, 2019), and frequently incorporate online media in preparation for credentialing exams and clinical practice (Shabli et al, 2019). Flipped classroom models have been demonstrated to improve performance (Moskowitz & Hsueh, 2020). Current AHNS e-resources include standardized goals and objectives and recommended syllabus (Service, 2018), as well as online journal clubs and surgical videos for regional and free flap harvests.…”

Formative Feedback with In-Class Question Bank Utilization Improves Resident Satisfaction with General Surgery Didactics

“…[18][19][20] Studies investigating the efficacy of in-lecture question bank utilization in surgical resident education do not currently exist; while similar approaches within flipped classroom literature do exist, no current studies use a cohort comprised of only general surgery residents. 14,21,22 Surgical residents within these studies were found to have higher lecture engagement, increased participation, and superior performance on educational assessments. Furthermore, when utilized outside the classroom, commercial question banks improve resident knowledge of basic science, as well as performance on formal assessments.…”