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Johnson AS, Hsieh MT, Toor S, Molligoda B, Kraguljac S, Ridout R, Harris DM. Impact of Student Interest Groups' Simulation Activities on the Awareness of Underrepresented Specialties and Knowledge of Related Pathologies in a School With Limited Residency Programs and Exposure. Cureus 2025; 17:e83196. [PMID: 40443609 PMCID: PMC12121848 DOI: 10.7759/cureus.83196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/29/2025] [Indexed: 06/02/2025] Open
Abstract
INTRODUCTION Medical students who attend home institutions without specialty programs, like otolaryngology (ENT) and anesthesiology, have less awareness of the specialty. The purpose of this study was to determine if simulation activities developed by student interest groups in medical specialties can increase awareness and knowledge of these specialties. METHODS First-, second- and third-year medical students participated in two simulations. The first simulation session was a collaboration between the ENT Interest Group at the University of Central Florida College of Medicine (UCF COM) and Stryker (Kalamazoo, Michigan, USA), a medical equipment vendor that supplied the surgical equipment. The hands-on simulation activities included a variety of ENT equipment. The second simulation session was a collaboration between the ENT Interest Group, Neurology Interest Group and Anesthesiology Interest Group with residents and physicians from affiliated institutions. Students participated in hands-on activities that included simulators and working with physicians on intubation, using an otoscope and reading head and neck medical images. In both, participants completed a Likert-scale questionnaire prior to and immediately following the hands-on simulation activity. Additionally, participants responded to one open-ended question. IBM SPSS Statistics, version 28.0 (IBM Corp., Armonk, USA) and paired t-test were used for data analysis. RESULTS Thirty-six medical students completed the first simulation and survey. Interest in pursuing ENT rose from 2.75 to 3.25 (p<0.001), awareness of ENT instruments increased from 1.58 to 3.28 (p<0.001), and confidence in using these instruments increased from 1.31 to 2.89 (p<0.001). Knowledge of head and neck anatomy and ENT diseases also improved, with scores rising from 2.17 to 2.86 (p<0.001) and 2.17 to 2.92 (p<0.001), respectively. Students who reported increased interest in ENT attributed it primarily to the knowledge gained and the hands-on nature of the simulation. Twenty medical students completed the second simulation and survey. Interest increased significantly in neurology (1.75 to 2.75, p<0.05); however, medical knowledge and procedural knowledge were significantly increased in all three specialties of ENT, neurology and anesthesiology. CONCLUSION This study indicates that simulation-based events can substantially enhance both interest and awareness in ENT and anesthesiology, particularly for medical students with limited exposure to the specialty. By providing immersive, hands-on experiences, these simulations offer medical students valuable insights into specialties that are typically unavailable until clinical years.
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Affiliation(s)
- Ariana S Johnson
- Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Michael T Hsieh
- Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Sharon Toor
- Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Brandon Molligoda
- Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Simo Kraguljac
- Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Rees Ridout
- Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - David M Harris
- Medical Education, University of Central Florida College of Medicine, Orlando, USA
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Kress MH, Thomas E, Turbeville H, Lenze NR, Williams B, Pleasant T, Bohm L. Evaluation of factors that impact medical student consideration of a career in otolaryngology. Laryngoscope Investig Otolaryngol 2025; 10:e70066. [PMID: 39780861 PMCID: PMC11705421 DOI: 10.1002/lio2.70066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2024] [Accepted: 12/12/2024] [Indexed: 01/11/2025] Open
Abstract
Objective To identify differences in timing of exposure and demographic characteristics between medical students who did and did not consider Otolaryngology as a career choice. Methods This cross-sectional study involved developing and distributing a survey by an interdisciplinary team to assess exposure to Otolaryngology and individual consideration of pursuing Otolaryngology. The survey was administered electronically to third- and fourth-year medical students at a single medical school, with a small monetary incentive for completion. Descriptive statistics, Fisher's exact tests, and logistic regression models were used for analysis. Results A total of 172 survey responses were collected out of 374 third- and fourth-year medical students (46%). A total of 74 (43.0%) respondents considered Otolaryngology during medical school. Exposure to Otolaryngology prior to medical school was significantly associated with choosing Otolaryngology (71.4%) compared to those who lacked exposure (28.6%) (p = .048). There was no significant gender difference among students who considered Otolaryngology (p = .537). However, our results showed significant differences between those who considered Otolaryngology by race (p = .003). Black/African American (OR = 0.11, 95% CI 0.01-0.99; p = .049) and Hispanic or Latino (OR = 0.14, 95% CI 0.03-0.65; p = .012) were less likely to consider Otolaryngology when compared to those identifying as White when adjusted for exposure prior to medical school. Conclusions Our results showed that early exposure and demographic background impact a student's decision to consider Otolaryngology as a career. These findings highlight the need for robust recruitment initiatives. Avenues like pipeline and mentorship programs are recommended to recruit and attract diverse applicants to Otolaryngology. Level of Evidence 3.
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Affiliation(s)
- Mary H. Kress
- University of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Evan Thomas
- University of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Hannah Turbeville
- Department of Otolaryngology—Head and Neck SurgeryUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Nicholas R. Lenze
- Department of Otolaryngology—Head and Neck SurgeryUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Brent Williams
- Department of Internal MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Terrence Pleasant
- Department of Otolaryngology—Head and Neck SurgeryUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Lauren Bohm
- Department of Otolaryngology—Head and Neck SurgeryUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
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Lukama L, Aldous C, Mbewe S, Michelo C, Kalinda C. Basic ENT training for enhanced healthcare worker knowledge, attitudes and practices in a resource-limited setting: a pre-post and post-post cross-sectional study. BMJ Open 2024; 14:e086684. [PMID: 39719294 PMCID: PMC11667463 DOI: 10.1136/bmjopen-2024-086684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/20/2024] [Accepted: 11/06/2024] [Indexed: 12/26/2024] Open
Abstract
INTRODUCTION Diagnostic errors in ear, nose and throat (ENT) diseases are prevalent among healthcare workers (HCWs) in resource-limited settings, yet comprehensive data that describe HCW knowledge, attitudes and practices (KAP) regarding ENT disease management remains scarce. Further, the impact of basic ENT training on HCW KAP in such settings is largely undetermined. OBJECTIVE We assessed HCW KAP before and after basic training in ENT disease management. METHODS This questionnaire-based pre-post-test cross-sectional survey employed HCW training in public hospitals in a resource-limited setting. We conducted a 2-day training, preceded by a pretraining survey, followed by immediate and 5-month post-training assessments using a prevalidated questionnaire. 416 HCWs participated and were selected through probability-proportionate-to-size random sampling. Wilcoxon matched-pairs signed-rank and Kruskal-Wallis tests were used to assess pre-post training KAP variations. RESULTS At baseline, the median (IQR) percentage knowledge scores for HCWs in general ENT, ear, sinonasal and head and neck disease management were 60 (40), 55 (18), 58.3 (25) and 56 (22.6), respectively. Only 33.8% (133/394) of HCWs had access to an otoscope, 25.5% (101/396) to a headlight and 12.1% (48/397) to a nasal speculum. While 99.2% (390/393) of HCWs considered ENT important, 57.8% (226/391) of them lacked the confidence to correctly diagnose and manage most ENT conditions. At the immediate post-training assessment, HCWs' median knowledge scores increased by 20%, 18%, 25% and 33% for general ENT, ear, sinonasal and head and neck disease management, respectively (p<0.001). Further, the proportions of HCWs consistently performing otoscopy and using ENT guidelines increased from 15.1% (43/284) and 13.8% (48/282) to 35.5 (44/124) and 23.9% (27/113) 5 months post-training. CONCLUSIONS This study underscores the critical need for continuous medical education (CME) to address knowledge gaps and improve HCW attitudes and practices. The findings provide valuable insights for policymakers aiming to enhance ENT healthcare delivery in resource-limited settings.
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Affiliation(s)
- Lufunda Lukama
- Department of Otorhinolaryngology, Head and Neck Surgery, Nelson R Mandela School of Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
- Department of Otorhinolaryngology, Head and Neck Surgery, Ndola Teaching Hospital, Ndola, Zambia
| | - Colleen Aldous
- Department of Clinical Medicine, Nelson R Mandela School of Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - Sinoya Mbewe
- Department of Audiology, Arthur Davison Children's Hospital, Ndola, Zambia
| | - Charles Michelo
- Global Health Institute, Nkwazi Research University, Lusaka, Zambia
| | - Chester Kalinda
- Bill and Joyce Cummings Institute of Global Health, University of Global Health Equity, Kigali, Rwanda
- School of Public Health and Nursing, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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Danis DO, Cohen MB, Levi JR. Relationship between otolaryngology interest groups and residency match results. Am J Otolaryngol 2024; 45:104326. [PMID: 38704948 DOI: 10.1016/j.amjoto.2024.104326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Accepted: 04/18/2024] [Indexed: 05/07/2024]
Abstract
BACKGROUND Many students have limited exposure to otolaryngology-head and neck surgery (OTOHNS) throughout medical school, limiting recruitment of medical students early in their medical careers. OBJECTIVE To assess the association between otolaryngology interest groups (OIGs) at medical schools and percentage of students matching into OTOHNS residency programs. To characterize specific aspects of OIGs that may impact the percentage of students matching into OTOHNS residency programs from a given medical school. METHODS Data was obtained from web searches of 141 accredited U.S. allopathic medical schools to see if they possessed OIGs. Information on the various activities and opportunities that OIGs participated in was collected through medical school websites. 2020 NRMP® match results data were obtained. RESULTS Web searches found that 73 % (103 out of 141) of U.S. allopathic medical schools have OIGs. Medical schools with OIGs were associated with a 35 % increase in the median percentage of OTOHNS matches (P = 0.022). Of the 103 medical schools with OIGs, 53 % (55) of the schools had information on their websites describing activities and opportunities that their OIGs participate in. OIGs with research and/or mentorship opportunities were associated with increases in OTOHNS matches by 32 % (P = 0.043) and 83 % (P = 0.012), respectively. CONCLUSION The presence of an OIG at a medical school is associated with an increased percentage of students matching into OTOHNS from that medical school. OIGs that provide research or mentorship opportunities are associated with an increased percentage of students matching into OTOHNS from those medical schools.
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Affiliation(s)
- David O'Neil Danis
- Department of Otolaryngology-Head and Neck Surgery, Tufts Medical Center, 800 Washington Street, Boston, MA 02111, USA
| | - Michael B Cohen
- Department of Otolaryngology-Head and Neck Surgery, Veterans Affair Hospital Boston, 150 South Huntington Avenue, Boston, MA 02130, USA; Department of Otolaryngology-Head and Neck Surgery, Boston Medical Center, 830 Harrison Ave, Boston, MA 02118, USA.
| | - Jessica R Levi
- Department of Otolaryngology-Head and Neck Surgery, Boston Medical Center, 830 Harrison Ave, Boston, MA 02118, USA
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Grajek JS, Rettschlag S, Schneider A, Schraven SP, Mlynski R, van Bonn SM. [Multidimensional formats of surgical anatomy in otorhinolaryngology student teaching-a comparison of effectivity]. HNO 2024; 72:357-366. [PMID: 38324064 PMCID: PMC11045569 DOI: 10.1007/s00106-024-01427-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/12/2024] [Indexed: 02/08/2024]
Abstract
BACKGROUND Technological change in healthcare and the digital transformation of teaching require innovations in student teaching in medicine. New technologies are needed to enable the delivery and use of diverse teaching and learning formats by educational institutions independent of time and place. The aim of this study is to analyze the effectiveness of different multidimensional formats in student teaching in surgical ENT medical anatomy. MATERIALS AND METHODS During the summer semester 2022 and winter semester 2022/2023, the digital teaching and learning program was expanded by testing different visualization formats (3D glasses, cardboards, or VR glasses) with students in the context of a highly standardized surgical procedure, namely cochlear implantation. A pre- and post-intervention knowledge assessment was carried out in all groups, followed by an evaluation. RESULTS Of 183 students, 91 students fully participated in the study. The post-intervention knowledge assessment showed a significant increase in correct answers regardless of visualization format. In a direct comparison, the operating room (OR) group answered correctly significantly more often than the cardboard group (p = 0.0424). The majority of students would like to see 3D teaching as an integral part of the teaching program (87.9%) and more streaming of live surgeries (93.4%). They see the use of the various technologies as a very good addition to conventional surgical teaching (72.5%), as good visualization (89%) increases retention (74.7%) and motivation (81.3%). CONCLUSION Application and use of new visualization technologies in everyday clinical practice is a promising approach to expanding student training. Mobile, interactive, and personalized technical formats can be adapted to the learning behavior of students. Last but not least, the use of new media influences learning motivation. An expansion of digital teaching and learning formats can be expressly recommended on the basis of this study.
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Affiliation(s)
- Jan S Grajek
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Stefanie Rettschlag
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Armin Schneider
- Jade Hochschule, Fachbereich Ingenieurwissenschaften, Friedrich-Paffrath-Str. 101, 26389, Wilhelmshaven, Deutschland
| | - Sebastian P Schraven
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Robert Mlynski
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland
| | - Sara M van Bonn
- Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Kopf- und Halschirurgie "Otto Körner", Universitätsmedizin Rostock, Doberaner Str. 137, 18057, Rostock, Deutschland.
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Albrecht T, Fehre N, Ramackers W, Nikendei C, Offergeld C. "Seeing inside out": revealing the effectiveness of otoscopy training in virtual reality enhanced practical exams - a randomized controlled trial. BMC MEDICAL EDUCATION 2024; 24:439. [PMID: 38649953 PMCID: PMC11036670 DOI: 10.1186/s12909-024-05385-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2023] [Accepted: 04/03/2024] [Indexed: 04/25/2024]
Abstract
BACKGROUND The study aimed to assess the impact of different training modalities on otoscopy performance during a practical exam using a high-fidelity simulator and to determine if objective evaluation of otoscopy is feasible using a simulator that records insertion depth and tympanic membrane coverage. METHODS Participants were assigned to one of four groups: control and three intervention groups with varying training approaches. Participants received otoscopy training and then were assessed through a practical exam on a high-fidelity simulator that uses virtual reality to visualize the ear canal and middle ear. Performance was evaluated using a modified Objective Structured Assessment of Technical Skills checklist and Integrated Procedural Performance Instrument checklist. Insertion depth, tympanic membrane coverage, and correct diagnosis were recorded. Data were tested for normal distribution using the Shapiro-Wilk test. One-way ANOVA and, for non-normally distributed data, Kruskal-Wallis test combined with Dunn's test for multiple comparisons were used. Interrater reliability was assessed using Cohen's κ and Intraclass correlation coefficient. RESULTS All groups rated their training sessions positively. Performance on the OSATS checklist was similar among groups. IPPI scores indicated comparable patient handling skills. The feedback group examined larger tympanic membrane areas and had higher rates of correct diagnosis. The correct insertion depth was rarely achieved by all participants. Interrater reliability for OSATS was strong. IPPI reliability showed good correlation. CONCLUSION Regardless of training modality, participants perceived learning improvement and skill acquisition. Feedback improved examination performance, indicating simulator-guided training enhances skills. High-fidelity simulator usage in exams provides an objective assessment of performance.
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Affiliation(s)
- Tobias Albrecht
- Department of Otorhinolaryngology, Head and Neck Surgery, Medical Center - University of Tuebingen, Tuebingen, Germany.
| | - Nathalie Fehre
- Department of Otorhinolaryngology, Head and Neck Surgery, Medical Center - University of Freiburg, Freiburg, Germany
| | - Wolf Ramackers
- Department of General, Visceral and Transplant Surgery, Hannover Medical School, Hannover, Germany
| | - Christoph Nikendei
- Department for General Internal Medicine and Psychosomatics, Medical Center - University of Heidelberg, Heidelberg, Germany
| | - Christian Offergeld
- Department of Otorhinolaryngology, Head and Neck Surgery, Medical Center - University of Freiburg, Freiburg, Germany
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Sykes JJ, Edwards K, Danan D. Increasing health care providers' knowledge of tracheostomy and laryngectomy. Head Neck 2024; 46:609-614. [PMID: 38146779 DOI: 10.1002/hed.27616] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 10/29/2023] [Accepted: 12/11/2023] [Indexed: 12/27/2023] Open
Abstract
BACKGROUND The differences between tracheostomy and total laryngectomy are frequently misunderstood by healthcare professionals. Insufficient knowledge can potentially result in life-threatening consequences in the event of an emergent airway situation. METHODS A seven-question assessment of providers' anatomical knowledge and airway management was completed prior to and following a standardized one-hour didactic lecture. RESULTS Forty-six participants completed the pre- and post-assessment. There were 20 (43.5%) ENT ICU/IMC Staff (EBU), 20 (43.5%) Florida Surgical Center Staff (FSC), and 6 (13%) Anesthesia providers (Anes). Pre-lecture score average was 44.7% across all providers, significantly improving to 83.8% post-lecture (p < 0.001). Nursing staff from the Otolaryngology ICU, and OR staff, had significant improvement in knowledge base (p < 0.001). Anesthesia providers showed improvement, but the difference was not statistically significant (p = 0.052). CONCLUSIONS Didactic lectures are a simple and low-cost option with significant potential in improving provider knowledge on these critical topics and improve patient care by non-otolaryngology providers.
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Affiliation(s)
- John J Sykes
- College of Medicine, University of Florida, Gainesville, Florida, USA
| | - Kaitlyn Edwards
- Department of Otolaryngology, University of Florida, Gainesville, Florida, USA
| | - Deepa Danan
- Department of Otolaryngology, University of Florida, Gainesville, Florida, USA
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DiNardo LA, Reese A, Ma AC, Virgen C, Carr MM. Exposure to Otolaryngology: Impact on Female Students Considering Surgery. Cureus 2023; 15:e43328. [PMID: 37700933 PMCID: PMC10493467 DOI: 10.7759/cureus.43328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/31/2023] [Indexed: 09/14/2023] Open
Abstract
INTRODUCTION Otolaryngology continues to be dominated by men. As of 2019, only 18.4% of practicing otolaryngologists were women. The goal of this project was to introduce female students to otolaryngology as a career. METHODS A Women in Otolaryngology event was held in September 2021. Participants included undergraduate and first- or second-year medical students from the University at Buffalo. During the event, students rotated through three skills stations working with female otolaryngology residents and attending physicians. Participants completed pre-and post-course surveys regarding their attitudes toward women in surgery and their perceptions of surgery and otolaryngology. RESULTS A total of 17 students that completed both the pre- and post-course surveys were included. The mean age was 22.6 years (range 18-25 yr). Specifically, 13 (76.5%) of the participants were Caucasian, three (17.6%) were Asian, and one (5.9%) was Hispanic, and 15 (88.2%) were medical students. On the pretest, 10 (55.6%) participants strongly agreed or agreed that otolaryngology as a career is open to females, while on the posttest, 16 (88.9%) participants strongly agreed or agreed (p=0.002). Nine (50.0%) participants strongly agreed or agreed that they have access to resources to help make a decision if they want to pursue a career in otolaryngology before the event, while, after the event, 16 (88.9%) participants strongly agreed or agreed (p=0.007). Five (27.8%) participants strongly agreed or agreed prior to the event that they felt confident in their knowledge of what otolaryngology includes, while afterward 15 (83.3%) strongly agreed or agreed (p=0.002). CONCLUSION The Women in Otolaryngology event increased participants' confidence in understanding otolaryngology, promoted understanding of resources available, and demonstrated the openness of the specialty to women.
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Affiliation(s)
- Lauren A DiNardo
- Otolaryngology, Jacobs School of Medicine & Biomedical Sciences at the University at Buffalo, Buffalo, USA
| | - Alyssa Reese
- Otolaryngology, Jacobs School of Medicine & Biomedical Sciences at the University at Buffalo, Buffalo, USA
| | - Alison C Ma
- Otolaryngology, Jacobs School of Medicine & Biomedical Sciences at the University at Buffalo, Buffalo, USA
| | - Celina Virgen
- Otolaryngology, University of Arizona College of Medicine-Phoenix, Phoenix, USA
| | - Michele M Carr
- Otolaryngology, Jacobs School of Medicine & Biomedical Sciences at the University at Buffalo, Buffalo, USA
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Tu LJ, Sataloff RT. Otolaryngology-Head and Neck Surgery Boot Camp in Preclinical Undergraduate Medical Education: A Pilot Study. EAR, NOSE & THROAT JOURNAL 2023:1455613231179686. [PMID: 37291868 DOI: 10.1177/01455613231179686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023] Open
Abstract
Objectives: There are limited opportunities in the medical school curriculum to learn about the field of Otolaryngology-Head and Neck Surgery (ORL) and to acquire relevant clinical skills, especially during preclinical years. The purpose of this pilot study was to investigate the impact of implementing an ORL boot camp in preclinical undergraduate medical education to help first- and second-year medical students learn about common ORL problems and become more comfortable performing basic ORL clinical skills so that they are better prepared to provide care for patients during clerkships and beyond. Methods: First- and second-year medical students were recruited to a single 3-hour boot camp session consisting of didactics/demonstrations and clinical experiences. The boot camp provided an introduction into the field of ORL, description of common ORL pathologies, associated management and procedures, and demonstrations of basic ORL procedures typically performed in clinic. Under supervision, subjects practiced complete head and neck physical examinations (H&NPE) on their peers including otoscopy, tuning fork tests, examination with a nasal speculum, and oral, basic cranial nerve, and neck examination. Pre- and post-tests assessing subjective (0-5 point Likert scale) and objective (content exam) measures of ORL knowledge, comfort level performing ORL skills, and interest in ORL were used to evaluate the intervention. Results: A total of 17 students participated in the boot camp as part of an extracurricular session. Seventeen students completed pre-tests and 16 completed post-tests. Ratings of self-reported knowledge of ORL (2.06 vs 3.00; P = .019) and comfort level in performing H&NPE (1.76 vs 3.44; P < .001) increased significantly after the boot camp. Mean performance on an ORL content exam also increased significantly from 42.17% to 71.35% (P < .001). Conclusions: An ORL boot camp may be an effective method of teaching for preclinical medical students. Further studies with a larger cohort are warranted.
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Affiliation(s)
- Leona J Tu
- College of Medicine, Drexel University, Philadelphia, PA, USA
| | - Robert T Sataloff
- Department of Otolaryngology-Head and Neck Surgery, College of Medicine, Drexel University, Philadelphia, PA, USA
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Ortega CA, Keah NM, Dorismond C, Peterson AA, Flanary VA, Brenner MJ, Esianor BI. Leveraging the virtual landscape to promote diversity, equity, and inclusion in Otolaryngology-Head & Neck Surgery. Am J Otolaryngol 2023; 44:103673. [DOI: 10.1016/j.amjoto.2022.103673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Accepted: 10/15/2022] [Indexed: 12/05/2022]
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Gilani S. Seven cardinal questions for the patient with ear, nose or throat complaints: Review. Medicine (Baltimore) 2022; 101:e31852. [PMID: 36550869 PMCID: PMC9771322 DOI: 10.1097/md.0000000000031852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Accepted: 10/26/2022] [Indexed: 12/24/2022] Open
Abstract
The incidence of otolaryngological problems in general medicine practice is highly seasonal and approaches 25% in some months of the year. Accurate diagnosis in the otolaryngology office often requires the use of binocular microscopy, nasal endoscopy, and flexible laryngoscopy, none of which are available in a general medicine office. Therefore, history taking and physical examination techniques available in the non-otolaryngology office are of utmost importance. Using evidence-based history taking for ear, nose, and throat (ENT) problems facilitates dealing with patients who present with otolaryngologic complaints. In this paper, I present 7 cardinal questions to be asked when taking the history of a patient with ENT complaints.
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Affiliation(s)
- Sapideh Gilani
- Division of Otolaryngology, Department of Surgery, University of California San Diego, San Diego, CA, USA
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Suresh NV, Shah VN, Fritz CG, Griff JR, Shah S, Watane A, Parikh RS, Nicolli EA. Medical malpractice litigation involving otolaryngology residents and fellows: A case-based 30-year review. World J Otorhinolaryngol 2022; 9:1-11. [DOI: 10.5319/wjo.v9.i1.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Revised: 07/09/2022] [Accepted: 08/18/2022] [Indexed: 02/08/2023] Open
Abstract
BACKGROUND Errors, misdiagnoses, and complications can occur while trainees are involved in patient care. Analysis of such events could reveal areas for improvement by residency and fellowship programs.
AIM To examine lawsuits tried at the state and federal level involving otolaryngology trainees.
METHODS The LexisNexis database, an online legal research database containing state and federal case records from across the United States, was retrospectively reviewed for malpractice cases involving otolaryngology residents or fellows from January 1, 1990 to December 31, 2020. Case data collected: Plaintiff/trainee/defendant characteristics, allegations, medical outcomes, and legal outcomes.
RESULTS Over the study period, 20 malpractice lawsuits involving otolaryngology trainees were identified. Plaintiffs raised numerous allegations including procedural error (n = 12, 25.5%), incorrect diagnosis and/or treatment (n = 8, 17.0%), and lack of knowledge of trainee involvement (n = 6, 12.8%). Nine cases (45%) had verdicts in favor of the plaintiff, whereas 5 cases (25%) had verdicts in favor of the defense. Six cases (30%) ended in a settlement. Awards to plaintiffs were heterogenous, with a median of $617,500 (range $32K-17M) for settled cases and verdicts favoring plaintiffs.
CONCLUSION The findings enclosed herein represent the first published analysis of trainee involvement in otolaryngology malpractice cases held at the state/federal level. Otolaryngology trainees can be involved in lawsuits for both procedural and nonprocedural events. This study highlights the importance of education specifically in the domains of procedural errors, informed consent, proper diagnosis/management, and clear communication within patient care teams. Training programs should incorporate these study findings into effective simulation courses and didactic sessions. Educating trainees about common pitfalls holds the promise of decreasing healthcare systems costs, reducing trainee burnout, and, most importantly, benefiting patients.
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Affiliation(s)
- Neeraj V Suresh
- Department of Otorhinolaryngology-Head and Neck Surgery, University of Pennsylvania, Philadelphia, PA 19107, United States
| | - Viraj N Shah
- Department of Otolaryngology-Head and Neck Surgery, University of Miami Miller School of Medicine, Miami, FL 33136, United States
| | - Christian G Fritz
- Department of Otorhinolaryngology-Head and Neck Surgery, University of Pennsylvania, Philadelphia, PA 19107, United States
| | - Jessica R Griff
- Department of Otolaryngology-Head and Neck Surgery, University of Miami Miller School of Medicine, Miami, FL 33136, United States
| | - Shreni Shah
- Morsani College of Medicine, University of South Florida, Tampa, FL 33612, United States
| | - Arjun Watane
- Department of Ophthalmology and Visual Science, Yale School of Medicine, New Haven, CT 06510, United States
| | - Ravi S Parikh
- Department of Ophthalmology, NYU Grossman School of Medicine, New York, NY 10016, United States
| | - Elizabeth A Nicolli
- Department of Otolaryngology-Head and Neck Surgery, University of Miami Miller School of Medicine, Miami, FL 33136, United States
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Endocrine pharmacotherapy education in United States colleges and schools of pharmacy. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Tokarz E, Szymanowski AR, Loree JT, Muscarella J. Gaps in Training: Misunderstandings of Airway Management in Medical Students and Internal Medicine Residents. Otolaryngol Head Neck Surg 2020; 164:938-943. [DOI: 10.1177/0194599820949528] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Objectives (1) Evaluate baseline airway knowledge of medical students (MSs) and internal medicine (IM) residents. (2) Improve MS and IM resident understanding of airway anatomy, general tracheostomy and laryngectomy care, and management of airway emergencies. Methods A before-and-after survey study was carried out over a single academic year. MS and IM resident knowledge was evaluated before and after an educational, grand rounds–style lecture reviewing airway anatomy, tracheostomy tube components, tracheostomy and laryngectomy care, and clinical vignettes. The primary outcome measure was change in pre- and postlecture survey scores. Results Prelecture surveys were completed by 90 participants, and 83 completed a postlecture assessment. Postlecture scores were statistically improved for all questions on the assessment ( P < .001). Level of training did not confer an improved pre- or postlecture survey score. Discussion While the majority of participants in our study had previously cared for patients with a tracheostomy or laryngectomy, less than half were able to correctly address basic airway emergencies. Senior IM residents were no more proficient than MSs in addressing airway emergencies. The lack of formal airway training places patients at risk with routine care and in emergencies, demonstrating the need for formal airway education for early medical trainees. Implications for Practice Our data demonstrate a serious gap in MS and IM resident knowledge with respect to emergent airway care in patients with tracheostomies and laryngectomies. An interdepartmental collaborative curriculum offers a realistic and potentially life-saving solution for medical trainees.
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Affiliation(s)
- Ellen Tokarz
- Department of Otolaryngology–Head and Neck Surgery, State University of New York at Buffalo, Buffalo, New York, USA
| | - Adam R. Szymanowski
- Department of Otolaryngology–Head and Neck Surgery, State University of New York at Buffalo, Buffalo, New York, USA
| | - John T. Loree
- State University of New York Upstate Medical University, Syracuse, New York, USA
| | - Joseph Muscarella
- Department of Otolaryngology–Head and Neck Surgery, State University of New York at Buffalo, Buffalo, New York, USA
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Steehler AJ, Pettitt-Schieber B, Studer MB, Mahendran G, Pettitt BJ, Henriquez OA. Implementation and Evaluation of a Virtual Elective in Otolaryngology in the Time of COVID-19. Otolaryngol Head Neck Surg 2020; 164:556-561. [PMID: 32779955 PMCID: PMC7424608 DOI: 10.1177/0194599820951150] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Objective To develop and evaluate a virtual otolaryngology medical student elective created during the COVID-19 crisis with the intention of teaching the basic tenets of otolaryngology and increasing exposure to the specialty. Study Design Cross-sectional survey. Setting Emory University School of Medicine. Methods A 1-week virtual otolaryngology curriculum was offered to third- and fourth-year medical students that centered on the American Academy of Otolaryngology–Head and Neck Surgery Foundation’s handbook Primary Care in Otolaryngology (fourth edition). The course covered a variety of topics and was conducted remotely via online video conferencing software. We applied multiple teaching modalities and surveyed students regarding the effectiveness of the course. Mixed methods analysis was employed to analyze the course data. Results Twelve students participated; 67% reported their baseline precourse understanding of otolaryngology in the “poor-fair” range. After the course, 92% of students reported increased understanding, with 42% and 58% reporting “good” and “very good” understanding, respectively. Following completion of the course, posttest scores on summative assessments were significantly higher than pretest scores (P < .001). Ninety-two percent of students reported either “increased” or “greatly increased” interest in otolaryngology postcourse. Qualitative survey results revealed students’ appreciation of course organization, formative assessments, and case-based learning. Conclusions An otolaryngology elective administered through a virtual format can be effective at providing an educational experience and garnering interest in the field. Positive exposure to otolaryngology can increase medical students’ interest in pursuing the specialty and expand their general knowledge of consultation, diagnosis, and management in otolaryngology.
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Affiliation(s)
- Andrew J Steehler
- Department of Surgery, School of Medicine, Emory University, Atlanta, Georgia, USA
| | | | - Matthew B Studer
- Department of Surgery, School of Medicine, Emory University, Atlanta, Georgia, USA
| | - Geetha Mahendran
- Department of Surgery, School of Medicine, Emory University, Atlanta, Georgia, USA
| | - Barbara J Pettitt
- Department of Surgery, School of Medicine, Emory University, Atlanta, Georgia, USA
| | - Oswaldo A Henriquez
- Department of Otolaryngology-Head and Neck Surgery, School of Medicine, Emory University, Atlanta, Georgia, USA
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Sethia R, Sheehan CC, Danforth D, Essig G, Teknos TN, Elmaraghy CA. ENT Mentorship Program for Preclinical Medical Students. Otolaryngol Head Neck Surg 2020; 163:198-203. [DOI: 10.1177/0194599819900261] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective To provide preclinical medical students early access to otolaryngologists to learn about the specialty, facilitate acquisition of clinical skills, and provide one-on-one mentorship. Methods Students are matched with a single otolaryngology faculty mentor from The Ohio State University/Nationwide Children’s Hospital and attend 8 hours per month in the clinic or operating room, monthly lectures, and rounds, and they give a final presentation. Mentors complete performance evaluations, and surveys are administered longitudinally until Match Day. Results Thirty-five students and 17 faculty members have participated in the program since 2015. All mentors and students found the program to be a valuable experience. When compared to nonparticipating students, participants had significantly higher confidence scores for clinical performance, knowledge of anatomy, and familiarity with the department of interest. All students felt the program prepared them well for third and fourth years, and all 8 of the initial program participants successfully matched into residency with 4 entering otolaryngology. Discussion Medical students face a competitive residency application process in otolaryngology with limited exposure, which creates an opportunity for guidance in the pursuit of matching into this field. This novel preclinical mentorship program prepares students for their clinical years and residency by facilitating acquisition of various competencies. Students gain hands-on clinical exposure in a field of interest and support for navigating the application process. Implications for Practice The structure of this program can be applied to other medical schools or specialties if the individual departments contain adequate resources of teaching faculty willing to participate.
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Affiliation(s)
- Rishabh Sethia
- College of Medicine, The Ohio State University, Columbus, Ohio, USA
- Department of Otolaryngology Head and Neck Surgery, The Ohio State University Wexner Medical Center, Columbus, Ohio, USA
| | - Cameron C. Sheehan
- College of Medicine, The Ohio State University, Columbus, Ohio, USA
- Department of Otolaryngology–Head and Neck Surgery, Baylor College of Medicine, Houston, Texas, USA
| | - Douglas Danforth
- College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | - Garth Essig
- College of Medicine, The Ohio State University, Columbus, Ohio, USA
- Department of Otolaryngology Head and Neck Surgery, The Ohio State University Wexner Medical Center, Columbus, Ohio, USA
- Department of Pediatric Otolaryngology, Nationwide Children’s Hospital, Columbus, Ohio, USA
| | - Theodoros N. Teknos
- College of Medicine, The Ohio State University, Columbus, Ohio, USA
- Department of Otolaryngology, University Hospitals Cleveland Medical Center, Cleveland, Ohio, USA
| | - Charles A. Elmaraghy
- College of Medicine, The Ohio State University, Columbus, Ohio, USA
- Department of Otolaryngology Head and Neck Surgery, The Ohio State University Wexner Medical Center, Columbus, Ohio, USA
- Department of Pediatric Otolaryngology, Nationwide Children’s Hospital, Columbus, Ohio, USA
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A systematic review of factors affecting choice of otolaryngology as a career in medical students and junior doctors. The Journal of Laryngology & Otology 2019; 133:836-842. [DOI: 10.1017/s0022215119001816] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
AbstractBackgroundThere is growing concern over a future shortfall in provision of UK otolaryngology consultants. There is a declining rate of applications to otolaryngology specialty training in the UK.ObjectiveThis study aimed to systematically review the literature to establish what factors influence medical students’ and junior doctors’ decision to pursue a career in otolaryngology.MethodMedline, Embase and PubMed databases were searched in January 2019. Additional manual reference checks of identified literature were performed.ResultsEleven articles were included in the review. Common factors that positively influenced the decision to pursue a career in otolaryngology were exposure to the specialty, positive role models and a good work-life balance. Lack of exposure was a consistent deterrent from pursuing a career in otolaryngology.ConclusionThis review reiterates the need for greater exposure to otolaryngology in the undergraduate curriculum. In addition, mentorship for students with an interest in otolaryngology should be a priority.
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Hakim N, Mummadi SM, Jolly K, Dawson J, Darr A. Nurse-led epistaxis management within the emergency department. ACTA ACUST UNITED AC 2019; 27:41-46. [PMID: 29323978 DOI: 10.12968/bjon.2018.27.1.41] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND the incidence of epistaxis has increased secondary to increased life expectancy and morbidities. This study sought to assess the knowledge, practice and opinion relating to adequacy of training of advanced nurse practitioners (ANPs) and staff nurses (SNs) in the emergency department. METHODS a national survey was distributed over an 8-week period; this included a 3-point scoring system based on the National Institute for Health and Care Excellence Clinical Knowledge Summaries guidance on epistaxis management to assess overall performance. RESULTS analysis included 109 ANPs and 101 SNs; 12% of ANPs achieved the maximum score, 40% scored 2, 25% scored 1, and 23% scored 0, while 14% of SNs achieved the maximum score, 24% scored 2, 29% scored 1, and 32% scored 0. Overall 88% of respondents advocated further training. CONCLUSION significant deficits in knowledge regarding epistaxis management were highlighted. Further training could help to empower patients in basic first aid measures, subsequently reducing admissions rates.
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Affiliation(s)
- Navid Hakim
- General Practice Trainee, Princess Royal University Hospital, London
| | - Sangha Mitra Mummadi
- Core Surgical Trainee, Department of Otolaryngology, University Hospitals North Midlands, Stoke-on-Trent
| | - Karan Jolly
- ENT Registrar, Department of Otolaryngology, University Hospitals North Midlands, Stoke-on-Trent
| | - Julian Dawson
- Advanced Nurse Practitioner, Department of General Surgery, University Hospitals North Midlands, Stoke-on-Trent
| | - Adnan Darr
- ENT Registrar, Department of Otolaryngology, University Hospitals North Midlands, Stoke-on-Trent
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Dombrowski T, Wrobel C, Dazert S, Volkenstein S. Flipped classroom frameworks improve efficacy in undergraduate practical courses - a quasi-randomized pilot study in otorhinolaryngology. BMC MEDICAL EDUCATION 2018; 18:294. [PMID: 30514278 PMCID: PMC6280380 DOI: 10.1186/s12909-018-1398-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2018] [Accepted: 11/20/2018] [Indexed: 05/09/2023]
Abstract
BACKGROUND Curriculum design and specific topic selection for on-site practical courses in clinical disciplines with limited teaching time is challenging. An electronic learning supported curriculum based on the flipped classroom principle has a high potential to effectively gain knowledge and education along with improving practical experience. Here, we demonstrate the introduction of a flipped classroom curriculum for practical courses in Otorhinolaryngology (ORL) in real world practice to improve the on-site time management and students' experience. METHODS Educational aims of our practical curriculum were analysed and rearranged into a flipped classroom (FC) framework. Core knowledge was taught preliminary based on a moodle platform in predominantly interactive formats. Two quasi-randomized groups were formed with 212 participants either receiving or not receiving access to the e-learning program to reduce a potential allocation bias to the e-learning group. All students completed a questionnaire with learning related items. Focusing the study on the intervention group, we investigated if students using the flipped classroom more often felt better prepared for the practical course. RESULTS The online learning platform was highly accepted and frequently used by 66% of participating students in the e-learning group. Students with frequent use of our e-learning platform significantly felt better prepared for the practical course (p = 0.001). The far majority of all students supports the idea of further development of e-learning. More than 70% were generally interested in ORL. Handouts were the overall most important learning resource and more than 50% relied solely on them. CONCLUSIONS Flipped classroom curricula can save time and help improving the on-site experience in practical courses especially in smaller surgical disciplines. The acceptance of digital learning is high, and most students rely on handouts for learning ORL, emphasizing the need for guidance by the teacher e.g. through electronic learning. Our results underline the high potential of FC to address teaching challenges for smaller medical disciplines with limited teaching time like ORL.
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Affiliation(s)
- Tobias Dombrowski
- Department of Otorhinolaryngology, Head and Neck Surgery, Ruhr University Bochum, St. Elisabeth-Hospital, Bleichstr. 15, 44787, Bochum, Germany.
| | - Christian Wrobel
- Department of Otorhinolaryngology, Head and Neck Surgery, Ruhr University Bochum, St. Elisabeth-Hospital, Bleichstr. 15, 44787, Bochum, Germany
| | - Stefan Dazert
- Department of Otorhinolaryngology, Head and Neck Surgery, Ruhr University Bochum, St. Elisabeth-Hospital, Bleichstr. 15, 44787, Bochum, Germany
| | - Stefan Volkenstein
- Department of Otorhinolaryngology, Head and Neck Surgery, Ruhr University Bochum, St. Elisabeth-Hospital, Bleichstr. 15, 44787, Bochum, Germany
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O'Brien DC, Squires LD, Robinson AD, Ramadan H, Diaz R. A Multicenter, Cross-Sectional Assessment of Otolaryngology Knowledge Among Primary Care Trainees. Ann Otol Rhinol Laryngol 2018; 127:631-636. [PMID: 29952655 DOI: 10.1177/0003489418784615] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
OBJECTIVES (1) Identify knowledge deficits in this cohort regarding basic conditions treated by an otolaryngologist. (2) Determine the training needs of these physicians regarding the care of the head and neck patient. METHODS This cross-sectional assessment used a 10-question, multiple-choice assessment administered to medical students and resident physicians at the University of California, Davis, University of California, San Francisco, and University of West Virginia in the departments of emergency medicine, family medicine, internal medicine, and otolaryngology. RESULTS The otolaryngology cohort scored an average of 93%, while all others scored 56%. There was no statistical difference in the results between fourth-year medical students and non-otolaryngology residents of any year. Only 16% of the primary care providers and students assessed felt comfortable with these conditions, and 86% (321/372) of the respondents desired increased education on these topics. CONCLUSION This study identified significant knowledge gaps among non-otolaryngologists in the diagnosis and treatment of basic head and neck conditions. As a specialty, a greater focus should be placed on improving the familiarity of our primary care colleagues on these conditions.
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Affiliation(s)
- Daniel C O'Brien
- 1 Department of Otolaryngology Head and Neck Surgery, University of West Virginia, Morgantown, West Virginia, USA
| | - Lane D Squires
- 2 Department of Otolaryngology Head and Neck Surgery, University of California-Davis Medical Center, Sacramento, California, USA
| | - Aaron D Robinson
- 3 The Physician Network-ENT Nebraska, Chi Saint Elizabeth Hospital, Lincoln, Nebraska, USA
| | - Hassan Ramadan
- 1 Department of Otolaryngology Head and Neck Surgery, University of West Virginia, Morgantown, West Virginia, USA
| | - Rodney Diaz
- 2 Department of Otolaryngology Head and Neck Surgery, University of California-Davis Medical Center, Sacramento, California, USA
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Wong K, Jang M, Gilad A, Levi JR. Quantifying Medical Student Education and Exposure to Otolaryngology. Ann Otol Rhinol Laryngol 2017; 126:493-497. [DOI: 10.1177/0003489417705396] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objectives: Evaluate the educational and exposure opportunities provided to students by national otolaryngology organizations. Methods: Twenty-four otolaryngology organizations and subspecialty societies were reviewed for medical student involvement opportunities, educational and enrichment opportunities, costs of involvement, and available research and travel scholarships. Results: Nine organizations (37.5%) offered membership; 6 charged a membership fee, averaging $73 ± $30 (mean ± SD). Membership was limited to associate status for 7 organizations (77.8%; 7/9). Three organizations (12.5%) provided service opportunities, 4 (16.7%) allowed students to vote, and 1 (4.2%) allowed students to endorse others for membership. Most organizations allowed students to attend conferences (95.8%), and 19 (79.2%) allowed students to present research. Twenty-one (87.5%) organizations charged a conference registration fee ($366 ± $300). Seven organizations (29.2%) offered research scholarships, and 5 (20.8%) offered travel awards. Conclusions: Opportunities exist for medical students to attend conferences and present research; however, educational and enrichment activities in other areas were limited. Future efforts may be warranted to increase the number and type of opportunities for students.
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Affiliation(s)
- Kevin Wong
- Boston University School of Medicine, Boston, MA, USA
| | - Minyoung Jang
- Department of Otolaryngology–Head and Neck Surgery, Boston Medical Center, Boston, MA, USA
| | - Amir Gilad
- Boston University School of Medicine, Boston, MA, USA
| | - Jessica R. Levi
- Boston University School of Medicine, Boston, MA, USA
- Department of Otolaryngology–Head and Neck Surgery, Boston Medical Center, Boston, MA, USA
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