Educational Research
Facial Plastic & Reconstructive Surgery
A Facial Trauma Simulation Course for Evaluation and Treatment of Facial Fractures
Since the Accreditation Council for Graduate Medical Education implemented the competency-based milestone project, simulation has moved from task-specific goals, as seen with the objective structured clinical examination–based simulations, toward milestone-oriented teaching that seeks to move residents through graduated competencies that build on each other. Use of the otolaryngology milestone that correlates with the clinical area being simulated helps to guide the simulation exercise.
Otology and Neurotology
Development and validation of a novel ear simulator to teach pneumatic otoscopy
Medical students trained with the ear simulator applied appropriate pneumatic pressure more consistently and diagnosed the presence of effusion more accurately and more like experts than students not exposed to the simulator. This ear trainer is a valuable tool for teaching pneumatic otoscopy.
Interval vs massed training: how best do we teach surgery?
While study participants showed significant improvement in technical skill using a myringotomy with ventilation tube insertion simulator between practice and final trials, we found no difference between massed vs interval training paradigms. Possible explanations include too low a sample size and relative ease of the procedure. More research is needed to determine the best methods to teach surgery on simulators, to assess retention of the learned skill, and to evaluate global ratings of technical skill using such tools as the OSATS. Students did feel more confident in performing the task if they were trained under the interval protocol.
Head and Neck Oncology
Development and evaluation of a rigid esophagoscopy simulator for residency training
A simulator for training residents to perform rigid esophagoscopy was developed and utilized by a faculty proctor to objectively evaluate trainees. Objective Structured Assessment of Technical Skills (OSATS) scores, performance of key procedural steps, and pressure exerted on the simulator tissue correlated with upper aerodigestive cases performed, demonstrating validity of the simulator.
Microvascular anastomosis simulation using a chicken thigh model: Interval versus massed training
Self-directed learning using a chicken thigh artery model may benefit microsurgical skills, competence, and confidence for resident surgeons. Interval training results in significant improvement in early development of microvascular anastomosis skills, whereas massed training does not.