Tu Leona J, Nwosu Obinna I, Chieffe Doug, Daniel Elissa, Cohen Michael S
Drexel University College of Medicine Philadelphia Pennsylvania USA.
Department of Otolaryngology-Head and Neck Surgery Mass Eye and Ear Boston Massachusetts USA.
Laryngoscope Investig Otolaryngol. 2024 Dec 11;9(6):e70044. doi: 10.1002/lio2.70044. eCollection 2024 Dec.
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.
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.
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.
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.
NA.
评估视频模块在提高学员中耳解剖学客观知识方面的效果，并比较视频模块中使用内窥镜与显微镜的效果。
招募医学生和住院医师。制作了两个回顾中耳解剖学的视频。一个视频使用内窥镜录制，另一个使用显微镜录制。受试者被随机分配到内窥镜视频模块组或显微镜视频模块组。在干预前，对所有受试者进行了一项旨在评估解剖学概念理解的20道题的知识评估。完成内窥镜或显微镜视频模块后，对受试者进行相同的知识评估。
在招募的62名受试者中，32人被随机分配到内窥镜组，30人被分配到显微镜组。内窥镜组有11名受试者完成了评估的所有部分，显微镜组有9名受试者完成了所有部分。内窥镜组受试者的评估分数平均提高了12.3%（标准差9.1%，P = 0.0008），而显微镜组受试者的评估分数平均提高了11.7%（标准差9.4%，P = 0.0002）。在控制预测试分数时，两组的后测试表现没有显著差异。
简短的视频模块有效地提高了中耳解剖学的客观短期知识。虽然两组的知识都有显著提高，但与显微镜视频相比，内窥镜视频的教育效用没有显著差异。更大样本量的进一步研究可能有助于量化哪种方式最适合教学。
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