Resident Education in Laryngeal Stroboscopy: Part II-Evaluation of a Multimedia Training Module.

Autor: Jones JW; Department of Otolaryngology-Head and Neck Surgery, University of Kansas School of Medicine, Kansas City, Kansas., Baumanis MM; Department of Otolaryngology-Head and Neck Surgery, University of Kansas School of Medicine, Kansas City, Kansas. Electronic address: mbaumanis@kumc.edu., Perryman M; Department of Otolaryngology-Head and Neck Surgery, University of Kansas School of Medicine, Kansas City, Kansas., Sykes KJ; Department of Otolaryngology-Head and Neck Surgery, University of Kansas School of Medicine, Kansas City, Kansas., Villwock MR; Department of Otolaryngology-Head and Neck Surgery, University of Kansas School of Medicine, Kansas City, Kansas., Cabrera-Muffly C; Department of Otolaryngology-Head and Neck Surgery, University of Colorado School of Medicine, Aurora, Colorado., Dowdall J; Department of Otolaryngology-Head and Neck Surgery, University of Nebraska School of Medicine, Omaha, Nebraska., David Garnett J; Department of Otolaryngology-Head and Neck Surgery, University of Kansas School of Medicine, Kansas City, Kansas., Kraft S; Department of Otolaryngology-Head and Neck Surgery, University of Kansas School of Medicine, Kansas City, Kansas.
Jazyk: angličtina
Zdroj: Journal of voice : official journal of the Voice Foundation [J Voice] 2021 Sep; Vol. 35 (5), pp. 772-778. Date of Electronic Publication: 2020 Jan 13.
DOI: 10.1016/j.jvoice.2019.12.026
Abstrakt: Objective: To evaluate the efficacy of a web-based training module for teaching interpretation of laryngeal stroboscopy in a cohort of otolaryngology residents.
Study Design: Randomized controlled trial.
Setting: Academic tertiary center.
Subjects and Methods: Residents from three training programs were invited to complete an assessment consisting of a survey and five stroboscopic exams. Subsequently, participants were randomized to receive teaching materials in the form of (1) a handout (HO) or (2) a multimedia module (MM) and asked to complete a post-training assessment. Responses were compared to responses provided by three fellowship-trained laryngologists.
Results: Thirty-five of 47 invited residents (74.4%) completed both assessments. Overall mean postassessment scores were 64.3% ± 7.0, with the MM group (67.0% ± 7.6, n = 17) scoring higher (P = 0.03) than the HO (61.6% ± 5.4, n = 18) cohort. Postassessment scores did not differ by postgraduate year (P = 0.75) or institution (P = 0.17). Paired analysis demonstrated an overall mean improvement of 7.4% in the handout (HO) cohort (P = 0.03) and 10.3% in the MM cohort (P = 0.0006). Subset analysis demonstrated higher scores for the MM cohort for perceptual voice evaluation (HO = 68.8% ± 11.0; MM = 77.3% ± 10.6, P = 0.03) and stroboscopy-specific items (HO = 55.5% ± 8.2; MM = 61.9% ± 10.8, P = 0.06). On a five-point Likert scale, residents reported improved confidence in stroboscopy interpretation (P < 0.0001), irrespective of cohort (P = 0.62). Residents rated the MM (median = 5) more favorably as a teaching tool compared to the HO (median = 4, P = 0.001).
Conclusion: Use of both the written HO and MM module improved scores and confidence in interpreting laryngeal stroboscopy. The MM was more effective in perceptual voice evaluation and stroboscopy-specific items. The MM was also rated more favorably by residents and may be an ideal adjunct modality for teaching stroboscopy.
(Copyright © 2020 The Voice Foundation. Published by Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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