Teaching Pediatric Otoscopy Skills to Pediatric and Emergency Medicine Residents: A Cross-Institutional Study.

Autor: Paul CR; University of Wisconsin School of Medicine and Public Health, Madison, Wis. Electronic address: crpaul@wisc.edu., Keeley MG; University of Virginia School of Medicine, Charlottesville, Va., Rebella GS; University of Wisconsin School of Medicine and Public Health, Madison, Wis., Frohna JG; University of Wisconsin School of Medicine and Public Health, Madison, Wis.
Jazyk: angličtina
Zdroj: Academic pediatrics [Acad Pediatr] 2018 Aug; Vol. 18 (6), pp. 692-697. Date of Electronic Publication: 2018 Feb 27.
DOI: 10.1016/j.acap.2018.02.009
Abstrakt: Objective: To evaluate a pediatric otoscopy curriculum with the use of outcome measures that included assessment of skills with real patients.
Methods: Thirty-three residents in an intervention group from 2 institutions received the curriculum. In the previous year, 21 residents in a nonintervention group did not receive the curriculum. Both groups were evaluated at the beginning and end of their internship years with the use of the same outcome assessments: 1) a written test, 2) an objective standardized clinical examination (OSCE), and 3) direct observation of skills in real patients with the use of a checklist with established validity.
Results: The intervention group had a significant increase in percentage reaching minimum passing levels between the beginning and end of the internship year for the written test (12% vs 97%; P < .001), OSCE (0% vs 78%; P < .001), and direct observation (0% vs 75%; P < .001); significant mean percentage gains for the written test (21%; P < .001), OSCE (28%; P < .001), and direct observation (52%; P = .008); and significantly higher (P < .001) mean percentage gains than the nonintervention group on the written test, OSCE, and direct observation. The nonintervention group did not have a significant increase (P = .99) in percentage reaching minimum passing levels, no significant mean percentage gains in the written test (2.7%; P = .30) and direct observation (6.7%; P = .61), and significant regression in OSCE (-5.2%; P = .03).
Conclusions: A pediatric otoscopy curriculum with multimodal outcome assessments was successfully implemented across different specialties at multiple institutions and found to yield gains, including in skills with real patients.
(Published by Elsevier Inc.)
Databáze: MEDLINE
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