National trends in otolaryngology intern curricula following Accreditation Council for Graduate Medical Education changes

Kovatch, Kevin J.; Harvey, Rebecca S.; Prince, Mark; Thorne, Marc C.

doi:10.1002/lary.26960

Cited by 8 publications

(9 citation statements)

References 9 publications

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“…As with most surveys, this study was not without limitations. The recorded response rate was 32%, which limits generalization of reported findings and potential implications; however, this is in line with the typical response rate for program director surveys of this type . Our results may also not reflect the overall education and practice patterns of C1‐INH‐HAE among residency programs nationwide.…”

Section: Discussionmentioning

confidence: 44%

Hereditary angioedema education in otolaryngology residencies: survey of program directors

Patel

Siddique

Stahl

et al. 2018

Int Forum Allergy Rhinol

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This study is the first to offer insight into C1-INH-HAE education and management principles in otolaryngology training programs. Surveyed program directors believe residents need a strong knowledge base in the management of C1-INH-HAE but less than half feel their trainees acquire the necessary exposure to this emergent disease process. Future research efforts in this area should aim to determine optimal educational activities as well as how to best incorporate this into otolaryngology residency curricula.

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Section: Discussionmentioning

confidence: 44%

Hereditary angioedema education in otolaryngology residencies: survey of program directors

Patel

Siddique

Stahl

et al. 2018

Int Forum Allergy Rhinol

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“…The ACGME outlines specific competency requirements for graduating residents, and in 2016 modified the clinical experience of postgraduate year (PGY)-1 residents to include 6 months of otolaryngology instead of the previous 1 month. 7 However, this cannot explain the increase in overall case numbers prior to 2016.…”

Section: Discussionmentioning

confidence: 97%

Critical Evaluation of Trends in Otolaryngology Resident Caseload by Subspecialty from 2005 to 2019

Welschmeyer

Coerdt

Crossley

et al. 2021

Ann Otol Rhinol Laryngol

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Background: Subspecialty caseloads logged by otolaryngology residents over the last 15 years is currently unknown. This study examines the trends at the national level. Methods: Otolaryngology case log data was collected from the Accreditation Council for Graduate Medical Education (ACGME) from 2005 to 2019. Data were categorized according to the following surgical subspecialties: pediatrics, rhinology/skull base, head and neck, facial plastics, otology, and laryngology. Linear regression analyses were performed for each procedure within each subspecialty, total subspecialty means, and total caseload means across all years. Results: Overall surgical volume significantly increased between 2005 and 2019 ( P < .0001); however, there was a significant decline in pediatrics procedures ( R2 = 0.80, P < .0001). Rhinology/skull base procedures increased the most drastically ( R2 = 0.96, P < .0001). Conclusion: While total mean resident case logs have steadily increased between 2005 and 2019, pediatric cases have declined substantially due to fewer tympanostomy tube insertions and adenotonsillectomies. Rhinology/skull base procedures have increased most significantly secondary to an increase in endoscopic sinus surgeries. Despite changes in case volume amongst specialties, the annual increase in resident case load suggests that otolaryngology residents are meeting the demands of their graduate medical training.

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“…Our group previously performed a national survey study investigating how programs are adapting intern curriculum, particularly in response to changing ACGME requirements. 2 With the additional time on service, the most common trends included additional experiences on general ORL-HNS and H&N oncology rotations, in addition to a greater number of experiences on other ORL-HNS subspecialty services. Additionally, we found that there was an overall increase in exposure to additional educational opportunities, including procedural simulation, boot camp curricula, resident didactics, and various educational conferences.…”

Section: Discussionmentioning

confidence: 99%

“…1 With this significant change in available ORL-HNS training time, our group noted great variation in the ways individual ORL-HNS programs across the country are choosing to address the ACGME changes in curriculum requirements. 2 With this knowledge, our group identified an opportunity to develop a novel PGY-1 rotation integrating simulation-based otolaryngology and anesthesiology training with a structured interdisciplinary didactic curriculum.…”

Section: Introductionmentioning

confidence: 99%

Integrated Otolaryngology-Anesthesiology Clinical Skills and Simulation Rotation: A Novel 1-Month Intern Curriculum

Kovatch

Harvey

Schechtman

et al. 2019

Ann Otol Rhinol Laryngol

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Objectives: Current Accreditation Council for Graduate Medical Education (ACGME) requirements allow PGY-1 otolaryngology-head and neck surgery (ORL-HNS) residents to spend 6 months on service, prompting reconsideration of educational best practices for the first-year resident experience. The aim of this study was to determine feasibility and value of a 1-month PGY-1 otolaryngology clinical skills rotation integrated with anesthesiology to complement clinical ORL-HNS rotations. Methods: Our institution developed a 1-month rotation focusing on procedural simulation and airway management as a collaborative effort between ORL-HNS and anesthesiology. Logistics of curriculum design and implementation in the first 2 years are described. Learner outcome measures include pre- and postintervention Likert scale measures of knowledge and confidence. Statistical assessment of curriculum efficacy includes Wilcoxon sign rank test and effect size (Cohen’s d). Results: The described rotation was successfully implemented for 8 entering PGY-1 residents in the 2016-2017 and 2017-1018 academic years. Learners reported significant improvement in knowledge and confidence (5-point Likert scale, all P < .0001) in each of the following grouped domains following the intervention: anesthesia skills (pre 2.79, post 4.02), anesthesia knowledge (pre 2.31, post 3.50), anesthesia overall preparedness (pre 2.75, post 4.04), otolaryngology skills (pre 2.90, post 4.19), otolaryngology scenarios (pre 2.80, post 4.00), and otolaryngology overall preparedness (pre 2.38, post 3.75). Very large effect sizes (Cohen’s d, range = 1.6-2.9) were observed. Conclusion: Changing rotation structure in ORL-HNS training programs provides an opportunity to develop novel rotations with high educational impact. Early outcome data suggest that the described clinical skills rotation is practically feasible and was perceived to have measurable value as part of the PGY-1 curriculum.

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National trends in otolaryngology intern curricula following Accreditation Council for Graduate Medical Education changes

Abstract: NA Laryngoscope, 1811-1816, 2018.

Cited by 8 publications

References 9 publications

Hereditary angioedema education in otolaryngology residencies: survey of program directors

Hereditary angioedema education in otolaryngology residencies: survey of program directors

Critical Evaluation of Trends in Otolaryngology Resident Caseload by Subspecialty from 2005 to 2019

Integrated Otolaryngology-Anesthesiology Clinical Skills and Simulation Rotation: A Novel 1-Month Intern Curriculum

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