Utilisation and outcomes of Case‐based discussion in otolaryngology training

Abstract

Case-based discussion is a reliable and valid tool in otolaryngology training. It is highly sensitive but not specific. Trainees should be encouraged to use it at all levels.

Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies

“…Ultimately, 462 abstracts were identified and reviewed, and 352 full-text articles were assessed; 104 unique studies from 10 countries were ultimately included. Eighty-three studies (79.8%) were conducted in North America (United States and Canada) and 11 (10.6%) in the United Kingdom . Study demographics and levels of evidence are presented in the Table.…”

Developing Case-based Learning Activities Based on the Revised Bloom’s Taxonomy

“…A structured case with focused questions provides a guide to group discussion which assists to produce solutions throughout data analysis and detailed study on the case (Hilvano, Mathis, & Schauer, 2014). In addition, case-based discussion, a formative assessment tool, encourages engagement in discussion and provides constructive feedback immediately (Awad et al, 2015). Although case-based instruction has been used extensively in a range of disciplines with various results (Moreno & Park, 2010), many speculative hypotheses on the benefits of case instruction have yet to be empirically confirmed (Bruning et al, 2008;Kim et al, 2006;Merseth, 1996).…”

Utilisation, Reliability and Validity of Clinical Evaluation Exercise in Otolaryngology Training

“…Data from this study show that while CEX utilisation at earlier years in training is relatively high, the frequency of use dropped as trainees progressed to more senior levels. This reduction in utilisation with increasing trainee seniority is also seen in Direct Observation of Procedural Skills in Otolaryngology, which is different to case‐based discussion and procedure‐based assessments which showed continuing utilisation throughout training . Items with the highest utilisation rates (items 3, 4 and 5) were also the best predictors of cS apart from item 6 ‘communication and listening skills’, which was used in 95% of CEXs yet did not correlate highly with cS ( r s = 0.25).…”

“…Given the importance of mastering clinical examinations at earlier stages (CT1‐ST3), trainees should be encouraged to attain CEX competency as early as possible. However, given the limited ability of the CEX to distinguish between higher level trainees, the latter should focus on other tools which can assess trainees at all levels . CEX outcomes have the potential to be used in a summative capacity to aid selection for higher training.…”