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A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students

BACKGROUND: Though pneumatic otoscopy improves accurate diagnosis of ear disease, trainees lack proficiency. We evaluated the effect of three different training techniques on medical students’ subsequent reported use of basic and pneumatic otoscopy in patient encounters. METHODS: Pediatric clerkship...

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Autores principales: Higgins Joyce, Alanna, Raman, Maya, Beaumont, Jennifer L., Heiman, Heather, Adler, Mark, Schmidt, Suzanne M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6417091/
https://www.ncbi.nlm.nih.gov/pubmed/30866922
http://dx.doi.org/10.1186/s12909-019-1507-0
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author Higgins Joyce, Alanna
Raman, Maya
Beaumont, Jennifer L.
Heiman, Heather
Adler, Mark
Schmidt, Suzanne M.
author_facet Higgins Joyce, Alanna
Raman, Maya
Beaumont, Jennifer L.
Heiman, Heather
Adler, Mark
Schmidt, Suzanne M.
author_sort Higgins Joyce, Alanna
collection PubMed
description BACKGROUND: Though pneumatic otoscopy improves accurate diagnosis of ear disease, trainees lack proficiency. We evaluated the effect of three different training techniques on medical students’ subsequent reported use of basic and pneumatic otoscopy in patient encounters. METHODS: Pediatric clerkship students participated in an ear exam workshop with randomization to one of three educational interventions: task trainer (Life/form®, Fort Atkinson WI), instructional video, or peer practice. Each student received an insufflator bulb and logbook to record otoscopic exams and completed an 18-item anonymous survey at clerkship conclusion. RESULTS: 115 of 150 students (77%) completed the survey. There was no significant difference in number of basic or pneumatic otoscopic exams performed based on method of training. Most students (68–72%) felt more likely to perform pneumatic otoscopy after training. Though the majority of students performed basic otoscopy on patients when an ear exam was indicated, they used pneumatic otoscopy less than 10% of the time. Students reported significant barriers to otoscopy: time, access to equipment, cerumen impaction, patient hold, and anxiety. Student comments described a culture where insufflation was neither practiced nor valued by supervising physicians. CONCLUSION: Training in pneumatic otoscopy can increase student comfort, but barriers exist to using the skill in clinical practice.
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spelling pubmed-64170912019-03-25 A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students Higgins Joyce, Alanna Raman, Maya Beaumont, Jennifer L. Heiman, Heather Adler, Mark Schmidt, Suzanne M. BMC Med Educ Research Article BACKGROUND: Though pneumatic otoscopy improves accurate diagnosis of ear disease, trainees lack proficiency. We evaluated the effect of three different training techniques on medical students’ subsequent reported use of basic and pneumatic otoscopy in patient encounters. METHODS: Pediatric clerkship students participated in an ear exam workshop with randomization to one of three educational interventions: task trainer (Life/form®, Fort Atkinson WI), instructional video, or peer practice. Each student received an insufflator bulb and logbook to record otoscopic exams and completed an 18-item anonymous survey at clerkship conclusion. RESULTS: 115 of 150 students (77%) completed the survey. There was no significant difference in number of basic or pneumatic otoscopic exams performed based on method of training. Most students (68–72%) felt more likely to perform pneumatic otoscopy after training. Though the majority of students performed basic otoscopy on patients when an ear exam was indicated, they used pneumatic otoscopy less than 10% of the time. Students reported significant barriers to otoscopy: time, access to equipment, cerumen impaction, patient hold, and anxiety. Student comments described a culture where insufflation was neither practiced nor valued by supervising physicians. CONCLUSION: Training in pneumatic otoscopy can increase student comfort, but barriers exist to using the skill in clinical practice. BioMed Central 2019-03-12 /pmc/articles/PMC6417091/ /pubmed/30866922 http://dx.doi.org/10.1186/s12909-019-1507-0 Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Higgins Joyce, Alanna
Raman, Maya
Beaumont, Jennifer L.
Heiman, Heather
Adler, Mark
Schmidt, Suzanne M.
A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students
title A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students
title_full A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students
title_fullStr A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students
title_full_unstemmed A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students
title_short A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students
title_sort survey comparison of educational interventions for teaching pneumatic otoscopy to medical students
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6417091/
https://www.ncbi.nlm.nih.gov/pubmed/30866922
http://dx.doi.org/10.1186/s12909-019-1507-0
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