Shah Gopi, Zier Carolyn, Reich Amanda, Johnson Romaine, Dang Quynh-Chi L, Agan Ashley, Isaacson Brandon, Mitchell Ron
BackTable ENT Boulder Colorado United States.
Research Assistant II New York New York United States.
Laryngoscope Investig Otolaryngol. 2025 Aug 7;10(4):e70231. doi: 10.1002/lio2.70231. eCollection 2025 Aug.
This study investigates the evolution of educational practices among otolaryngologists (ENTs) in the United States over the past decade, emphasizing podcast use.
A mixed-methods approach was employed. Initially, a 20-question quantitative survey identified trends in educational resources and outcomes, specifically evaluating the BackTable ENT podcast's influence on clinical practice, patient outcomes, and knowledge acquisition. Subsequently, semi-structured qualitative interviews explored ENT specialists' experiences with educational resources, continuous learning challenges, motivations for podcast usage, and perspectives on future educational directions. Qualitative data underwent thematic analysis following COREQ guidelines.
Among 151 survey respondents, predominantly aged 31-50 (66%), male (57%), and affiliated with academic institutions (64%), the most frequently used educational resources in daily practice were internet searches (90%), journal articles (87%), surgical videos (62%), and podcasts (56%). Textbook usage significantly declined from 94% to 48% over the past 10 years ( < 0.001). For board examinations, 72% utilized textbooks, whereas only 43% did for surgical preparations ( < 0.001). The BackTable ENT podcast was used by 81% ( = 122) of respondents, with the majority acknowledging its positive impact on clinical practice (87%), clinical knowledge (92%), and effectiveness as a learning tool (82%). Interview analyses revealed three main themes: (1) hybrid educational approaches integrating traditional and innovative resources, (2) podcast-driven accessibility and engagement, and (3) the necessity of active learning for foundational knowledge. Subthemes included personalized education, modern educational delivery, knowledge accessibility, idea exchange, foundational knowledge concerns with non-traditional tools, and peer-based learning. Podcasts were valued for accessibility and clinical insights but raised concerns regarding the depth of foundational knowledge.
Podcasts significantly enrich ENT education. Future strategies should balance traditional and innovative resources to sustain comprehensive foundational knowledge and ultimately enhance patient care outcomes.Level of Evidence: 3.
本研究调查了过去十年美国耳鼻喉科医生（ENT）教育实践的演变情况，重点关注播客的使用。
采用混合方法。首先，进行了一项包含20个问题的定量调查，以确定教育资源和成果的趋势，特别评估了BackTable ENT播客对临床实践、患者预后和知识获取的影响。随后，通过半结构化的定性访谈，探讨了耳鼻喉科专家在教育资源方面的经验、持续学习的挑战、使用播客的动机以及对未来教育方向的看法。定性数据按照COREQ指南进行了主题分析。
在151名调查受访者中，主要为31 - 50岁（66%）、男性（57%）且隶属于学术机构（64%），日常实践中最常用的教育资源是网络搜索（90%）、期刊文章（87%）、手术视频（62%）和播客（56%）。在过去10年中，教科书的使用比例从94%显著下降至48%（<0.001）。对于执业资格考试，72%的人使用教科书，而在手术准备方面只有43%的人使用（<0.001）。81%（n = 122）的受访者使用了BackTable ENT播客，大多数人认可其对临床实践（87%）、临床知识（92%）以及作为学习工具的有效性（82%）产生了积极影响。访谈分析揭示了三个主要主题：（1）整合传统和创新资源的混合教育方法；（2）播客驱动的可及性和参与度；（3）基础知识主动学习的必要性。子主题包括个性化教育、现代教育传播方式、知识可及性、思想交流、对非传统工具基础知识的担忧以及基于同行的学习。播客因其可及性和临床见解而受到重视，但也引发了对基础知识深度的担忧。
播客显著丰富了耳鼻喉科教育。未来的策略应平衡传统和创新资源，以维持全面的基础知识，并最终改善患者护理结果。证据级别：3级。
