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J Otolaryngol Head Neck Surg. 2017 Dec 28;46(1):68. doi: 10.1186/s40463-017-0249-4.

Improving learning and confidence through small group, structured otoscopy teaching: a prospective interventional study.

Author information

1
Department of Otolaryngology-Head and Neck Surgery, London Health Science Centre, Schulich School of Medicine & Dentistry, Western University, London, Canada. Peng.you@lhsc.on.ca.
2
Department of Medicine and Faculty of Education, Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Canada.
3
Department of Otolaryngology-Head and Neck Surgery, London Health Science Centre, Schulich School of Medicine & Dentistry, Western University, London, Canada.

Abstract

BACKGROUND:

Otologic diseases are common and associated with significant health care costs. While accurate diagnosis relies on physical exam, existing studies have highlighted a lack of comfort among trainees with regards to otoscopy. As such, dedicated otoscopy teaching time was incorporated into the undergraduate medical curriculum in the form of a small group teaching session. In this study, we aimed to examine the effect of a small-group, structured teaching session on medical students' confidence with and learning of otoscopic examination.

METHODS:

Using a prospective study design, an otolaryngologist delivered an one-hour, small group workshop to medical learners. The workshop included introduction and demonstration of otoscopy and pneumatic otoscopy followed by practice with peer feedback. A survey exploring students' confidence with otoscopy and recall of anatomical landmarks was distributed before(T1), immediately after(T2), and 1 month following the session(T3).

RESULTS:

One hundred and twenty five learners participated from February 2016 to February 2017. Forty nine participants with complete data over T1-T3 demonstrated significant improvement over time in confidence (Wilk's lambda = .09, F(2,48) = 253.31 p < .001, η 2  = .91) and learning (Wilk's lambda = 0.34, F(2,47) = 24.87 p < .001, η 2  = .66).

CONCLUSIONS:

A small-group, structured teaching session had positive effects on students' confidence with otoscopy and identification of otologic landmarks. Dedicated otoscopy teaching sessions may be a beneficial addition to the undergraduate medical curriculum.

KEYWORDS:

Knowledge; Medical education; Otology; Otoscopy; Skills; Training

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