Simulation Activity in Otolaryngology Residencies

Deutsch, Ellen S.; Wiet, Gregory J.; Cornett, Mary Pat; Malekzadeh, Sonya; Fried, Marvin P.; Seidman, Michael D.; Hussey, Heather D.

doi:10.1177/0194599814541627a60

Cited by 22 publications

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“…Although several otolaryngology‐specific boot camps have been described, there is no consensus on timing, length, or uniform curricular goals for these courses . Furthermore, considering the limited availability and scattered distribution of otolaryngology boot camps, participation is restricted to a fraction of otolaryngology residents.…”

Section: Introductionmentioning

confidence: 99%

Otolaryngology boot camps: Current landscape and future directions

et al. 2019

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Objectives Simulation‐based boot camps have gained popularity over the past few years, with some surgical specialties implementing mandatory national boot camps. However, there is no consensus in otolaryngology on boot camp timing, learner level, or curriculum. The purpose of this study is to examine the current landscape and gather opinions regarding future curriculum and standardization of boot camps in otolaryngology. Methods A survey was developed to examine current resident participation and boot camp content while also seeking opinions regarding improving boot camp enrollment and standardizing curriculum. A cross‐sectional survey of all otolaryngology residency program directors in the United States and Puerto Rico was performed via SurveyMonkey. Responses were collected anonymously, and results were analyzed by descriptive statistical analysis. Results Of the 45% (48 of 106) who responded, 76.6% reported their residents participate in boot camps. The most common skills taught were basic suturing and airway management skills. The majority (95%) was likely to send residents to a local boot camp, with 56% favoring early postgraduate year (PGY)‐1 participation and 42% favoring a 1‐day boot camp. Subsidized expenses, improved regional access, and supplementary boot camp information would help the program director in their decision to send residents to boot camp. Only 32% felt boot camps should be standardized, and 27% felt they should be mandatory. Conclusion Many otolaryngology residency programs participate in boot camps. Additional data on the benefits of boot camps, improved access, and reduced financial burden may improve participation. Further discussion of ideal timing, PGY level, and standardized curriculum should occur in conjunction with the otolaryngology academic societies and oversight from accreditation and certifying bodies. Level of Evidence NA Laryngoscope, 129:2707–2712, 2019

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Section: Introductionmentioning

confidence: 99%

Otolaryngology boot camps: Current landscape and future directions

et al. 2019

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“…6 As such, the majority of ORL residency programs have now incorporated some form of simulation into their scheduled curricula. 6,7 While simulation is useful across all specialties, it may be particularly useful in surgical subspecialties such as ORL, where there is limited medical school exposure to the skills required early on in residency. 7,8 Results showing utility of simulation for entry-level ORL resident procedures have been published, including nasolaryngoscopy, bronchoscopy, and myringotomy with tympanostomy tube placement.…”

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confidence: 99%

Optimal Timing of Entry‐Level Otolaryngology Simulation

et al. 2019

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Objective Appropriate timing of subspecialty simulation is critical to maximize learner benefit and guide resource utilization. We aimed to determine optimal timing of a simulation-based curriculum designed to teach entry-level procedural skills for otolaryngology residency. Study Design Simulation curriculum intervention tested among 3 comparison groups of varying clinical levels. Setting Academic otolaryngology training program and medical school. Subjects and Methods We developed a simulation-based technical skills curriculum incorporating the following task trainers: flexible laryngoscopy, peritonsillar abscess drainage, and myringotomy and tube insertion. Preclinical medical students (n = 40), subintern rotators (n = 35), and midyear interns (n = 8) completed the simulation-based curriculum. Pre- and postintervention knowledge/confidence and “level appropriateness” were rated on a 5-point Likert scale, and effect size was calculated. Results Overall self-reported knowledge/confidence levels improved in all 3 groups preintervention (1.05, 2.15, 3.17) to postintervention (2.79, 3.45, 4.38, respectively; all P < .01). Preclinical medical students uniformly reported very little to no familiarity with the procedures prior to the curriculum, while interns approached independence following the intervention. Large effect sizes were seen in all tasks for preclinical students ( d = 3.13), subinterns ( d = 1.46), and interns ( d = 2.14). Five-point Likert scale measures of level appropriateness (1 = too challenging, 5 = too easy) for preclinical students, subinterns, and interns were 2.70 (95% CI, 2.56-2.84), 3.11 (95% CI, 2.97-3.25), and 3.75 (95% CI, 3.35-4.15), respectively. Conclusion Subinternship may represent the optimal timing for entry-level skills simulation training. The proposed curriculum shows utility for clinical levels ranging from medical students to postgraduate year 1 resident levels, with large effect sizes for all tested groups.

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“…Given that simulation provides a tool for aptitude testing, early skills acquisition, and advanced skills training [12], the development and use of surgical simulation training models have more recently gained exponent popularity as demonstrated by Figure 2. In their cross-sectional survey-based study, Deutsch et al managed to investigate interest amidst 43 US otolaryngology residency programs in advancing simulation training, with 92.9% of respondents confirming the presence of a simulation center or program at their institution and 83.8% of respondents indicating interest in participating in multi-center simulation initiatives [15]. These findings are reflective of a transition in the core philosophy of surgical education.…”

Section: Discussionmentioning

confidence: 99%

Current State of Surgical Simulation Training in Otolaryngology: Systematic Review of Simulation Training Models

Alwani¹,

Bandali²,

Larsen³

et al. 2019

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Despite the changing landscape of surgical education with work hour restrictions and decreased independence of trainees in clinical activities [1], most training programs uphold a traditional, dogmatic approach in training surgical residents that is based on a hierarchical, apprenticeship model. This model often presents a time-intensive learning curve that leaves trainees, who are often first responders, with limited knowledge, skills, and confidence to competently deal with clinical and surgical scenarios of varying complexity [2].Given that surgical simulation training (SST) engages the two most important tenets of adult learning by permitting moderated practical experience in the setting of guided reflection, it holds great potential in the training of otolaryngologists [3]. Although surgical simulation activities can be resource intensive [4,5], the availability of an arena for deliberate practice in a risk-free, low stress environment is an effective way to acquire skills specific to the practice of a surgical subspecialty [6].Simulation models remain a keystone in the design of high-yield simulation activities by providing apparatus for the acquisition of surgical skills which can then be transferred to patient care [7]. Simulation models fulfill the role of physical vessels that afford trainees an opportunity to hone their psychomotor and decision-making skills without the loom of patient risk [2].With the exponential advancement of computing and manufacturing technologies, several simulation models and platforms have recently been developed and deployed in the training of surgical residents. On a broad scale, these simulation models can be categorized into synthetic bench models, computer-based models (virtual reality or web-based), animal models (tissue or live), and human cadaveric models [8], while a combination of any of these constitutes a hybrid model.In this study, we aim to provide a systematically reviewed list of otolaryngology simulators that are documented in Otolaryngology literature and discuss recent updates in simulation training in the field of otolaryngology. METHODS Study SelectionWith the assistance of an information specialist, an a priori research protocol was designed based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology [9]. Subsequently, a sensitive systematic review was performed to obtain as many articles from five databases namely Ovid/Medline, PubMed, Embase, Web of Science, and Cochrane. The databases were searched from their inception through July 18 th , 2018. Two investigators (M.A. and M.L.) conducted the search and reviewed selected articles. Subject headings for the search included otolaryngology, otology, airway, laryngeal, rhinology, reconstructive, facial plastics, and head and neck oncology cross-referenced with the terms simulation, simulation training, and simulation models. Bibliographies were manually searched to identify studies that met inclusion criteria. Inter-investigator discordances in the review process wer...

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Simulation Activity in Otolaryngology Residencies

Cited by 22 publications

References 0 publications

Otolaryngology boot camps: Current landscape and future directions

Otolaryngology boot camps: Current landscape and future directions

Optimal Timing of Entry‐Level Otolaryngology Simulation

Current State of Surgical Simulation Training in Otolaryngology: Systematic Review of Simulation Training Models

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