Department of Otolaryngology-Head and Neck Surgery, London Health Science Centre, Schulich School of Medicine & Dentistry, Western University, London, Canada.
Department of Medicine and Faculty of Education, Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Canada.
J Otolaryngol Head Neck Surg. 2017 Dec 28;46(1):68. doi: 10.1186/s40463-017-0249-4.
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.
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).
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 = .91) and learning (Wilk's lambda = 0.34, F(2,47) = 24.87 p < .001, η = .66).
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.
耳科学疾病很常见，且与大量医疗保健费用相关。尽管准确的诊断依赖于体格检查，但现有研究已经强调了受训者在耳镜检查方面的不舒适感。因此，专门的耳镜检查教学时间已作为小组教学的一部分纳入本科医学课程。在这项研究中，我们旨在检验小组结构化教学对医学生进行耳镜检查的信心和学习的影响。
采用前瞻性研究设计，耳鼻喉科医生向医学生提供了一个小时的小组研讨会。该研讨会包括耳镜检查和气压耳镜检查的介绍和演示，然后进行同伴反馈的实践。在研讨会之前（T1）、之后立即（T2）和 1 个月后（T3），我们分发了一项探讨学生对耳镜检查的信心和对解剖标志的回忆的调查。
2016 年 2 月至 2017 年 2 月期间，有 125 名学习者参加了该研究。49 名参与者在 T1-T3 期间完成了完整的数据，他们的信心随着时间的推移有显著的提高（Wilk's lambda=.09，F(2,48)=253.31，p<.001，η =.91），学习能力也有所提高（Wilk's lambda=.34，F(2,47)=24.87，p<.001，η =.66）。
小组结构化教学对学生进行耳镜检查的信心和识别耳科学标志的能力有积极影响。专门的耳镜检查教学可以作为本科医学课程的有益补充。
