Otolaryngology residency education: a scoping review on the shift towards competency‐based medical education

Abstract

This scoping review suggests that task-specific checklists, entrustment scales, evaluation portfolios from multiple assessments and faculty training sessions are key aspects to incorporate as OTL-HNS training programmes shift towards a CBME curriculum.

Integrative resident education curriculum to adapt to the modern otolaryngology trainee

“…Thus, one of the challenges with creating new educational formats is the need to generate assessment tools that assess competency and provide learners with formative feedback. There are a variety of tools to assess technical and non‐technical skills, but these are challenging to implement, often due to lack of faculty support as well as insufficient knowledge on how to transition to the new system . We will need to further study additional ways to assess knowledge other than scoring on the OTE.…”

“…There are a variety of tools to assess technical and non-technical skills, but these are challenging to implement, often due to lack of faculty support as well as insufficient knowledge on how to transition to the new system. 22 We will need to further study additional ways to assess knowledge other than scoring on the OTE.…”

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

“…The field of ORL‐HNS has made significant contributions to the field of medical education and study of clinical competency. A recent study by Wagner et al reviewed 31 studies of competency‐based assessment tools in ORL‐HNS, including case‐log evaluation, task‐specific checklists, global rating scales, knowledge‐based questionnaires, and objective structured clinical examinations . The authors identify that ORL‐HNS programs consistently reported a need for new assessment tools that assess competency in both technical and nontechnical skills.…”

Assessing nontechnical skills in otolaryngology emergencies through simulation‐based training

“…The Royal College of Physicians and Surgeons of Canada has implemented the Competence by Design initiative to move away from the traditional time‐based model of progression during residency training toward a focus on advancement based on performance assessment . However, the design and implementation of objectives and effective assessment tools for OTO–HNS programs need to be further explored . In particular, traditional assessment methods and rubrics have focused on technical proficiency, such as for thyroidectomy, tonsillectomy, and epistaxis management; and on instrument use, such as pediatric laryngoscopy .…”