Otolaryngology Curriculum During Residency Preparation Course Improves Preparedness for Internship

• Published in: The Laryngoscope Vol. 131; no. 7; pp. E2143 - E2148
• Main Authors: Keilin, Charles A., Farlow, Janice L., Malloy, Kelly M., Bohm, Lauren A.
• Format: Journal Article
• Language: English
• Published: Hoboken, USA John Wiley & Sons, Inc 01-07-2021; Wiley Subscription Services, Inc
• Subjects: bootcamp; Curricula; Internships; Laryngoscopy; Medical education; Ostomy; Otolaryngology; residency preparation course; Simulation; Skills; Students; Tracheotomy; training program; Medical education; residency preparation course; bootcamp; training program; simulation
• ISSN: 0023-852X; 1531-4995
• DOI: 10.1002/lary.29443

Objectives/Hypothesis
Residency preparation courses (RPCs) have become a widely adopted practice to ease the transition of medical students into residency, but these courses often lack training in skills expected of subspecialty interns. To fill this gap, a simulation‐based curriculum in otolaryngology (ORL) was implemented at the University of Michigan Medical School. The curriculum aimed to improve confidence and perceived ability to perform common ORL skills for graduating students prior to internship.
Study Design
Cross‐sectional study.
Methods
Six basic simulations (tracheostomy, flexible laryngoscopy, otomicroscopy, myringotomy and tube insertion, epistaxis and peritonsillar abscess management) were included in the first course in 2019. The course was expanded in 2020 with the addition of three advanced simulations (ear foreign body extraction, tracheostomy complications, and “cannot intubate, cannot ventilate” situations). Pre‐ and postsession surveys were collected to assess individual simulations and the course overall.
Results
A total of 32 students participated in the ORL simulation curriculum in Spring 2019 and 2020. Paired t‐tests showed significant improvement in self‐perception of ability on every simulation. Qualitative feedback revealed that students particularly valued the opportunity for hands‐on learning. Non‐ORL students rated their baseline abilities significantly lower than ORL students on five stations, but they achieved statistically equivalent postsession ratings on all but the otomicroscopy station.
Conclusions
An ORL‐specific curriculum is a valuable addition to procedural RPCs. The curriculum resulted in increased confidence and perceived ability in skill performance for both students pursuing ORL residencies, as well as those pursuing other procedural specialties.
Level of Evidence
4 Laryngoscope, 131:E2143–E2148, 2021