Endoscopic and microscopic video modules are effective for teaching middle ear anatomy.

OBJECTIVES

To evaluate the efficacy of video modules in improving trainees' objective knowledge of middle ear anatomy and to compare the efficacy of using the endoscope to the microscope in video modules.

METHODS

Medical students and residents were recruited. Two videos reviewing middle ear anatomy were developed. One video was recorded using an endoscope and the other using a microscope. Subjects were randomly assigned to either the endoscopic or microscopic video module group. A 20-question knowledge assessment designed to assess understanding of anatomic concepts was administered to all subjects prior to the intervention. After completing the endoscopic or microscopic video modules, subjects were administered the same knowledge assessment.

RESULTS

Of the 62 subjects recruited, 32 were randomized to the endoscope group and 30 to the microscope group. Eleven subjects completed all components of the assessment in the endoscope group and nine in the microscope group. Subjects in the endoscope group demonstrated a mean 12.3% increase in assessment scores (SD 9.1%,  = .0008), compared to a mean 11.7% increase in assessment scores in the microscope group (SD 9.4%,  = .0002). When controlling for pretest scores, there was no significant difference in posttest performance between the two groups.

CONCLUSION

Brief video modules effectively improved objective short-term knowledge of middle ear anatomy. Although both groups demonstrated a significant improvement in knowledge, there was no significant difference in the educational utility of endoscopic videos compared to microscopic videos. Further studies with larger sample sizes may help quantify which modalities are optimal for teaching.

LEVEL OF EVIDENCE

NA.