Otologic Skills Training - 14/09/17

Doi : 10.1016/j.otc.2017.05.005

Gregory J. Wiet, MBS, MD ^a,^b,^c,^⁎ , Mads Sølvsten Sørensen, MD, DMSc ^d, Steven Arild Wuyts Andersen, MD, PhD ^d,^e
^a Department of Otolaryngology, Nationwide Children’s Hospital and The Ohio State University, 700 Children’s Drive, Columbus, OH 43205, USA
^b Department of Pediatrics, Nationwide Children’s Hospital, 700 Children's Drive, Columbus, OH 43205, USA
^c Department of Biomedical Informatics, The Ohio State University, 250 Lincoln Tower, 1800 Cannon Drive, Columbus, OH 43210, USA
^d Department of Otorhinolaryngology–Head and Neck Surgery, Rigshospitalet, Blegdamsvej 9, Copenhagen DK-2100, Denmark
^e Copenhagen Academy for Medical Education and Simulation, The Simulation Centre, Rigshospitalet, Blegdamsvej 9, Copenhagen DK-2100, Denmark

^∗Corresponding author. Department of Otolaryngology, Nationwide Children’s Hospital, The Ohio State University, 700 Children’s Drive, Columbus, OH.Department of OtolaryngologyNationwide Children’s HospitalThe Ohio State University700 Children’s DriveColumbusOH

Résumé

This article presents a summary of the current simulation training for otologic skills. There is a wide variety of educational approaches, assessment tools, and simulators in use, including simple low-cost task trainers to complex computer-based virtual reality systems. A systematic approach to otologic skills training using adult learning theory concepts, such as repeated and distributed practice, self-directed learning, and mastery learning, is necessary for these educational interventions to be effective. Future directions include development of measures of performance to assess efficacy of simulation training interventions and, for complex procedures, improvement in fidelity based on educational goals.

Le texte complet de cet article est disponible en PDF.

Keywords : Surgical simulation, Otology training, Otology skills, Simulation training, Surgical education

Plan

Key points

Introduction

Otoscopy

Myringotomy and tympanoplasty

Mastoidectomy

Advanced otologic procedures

Key features of effective simulation-based otologic skills training

Repeated Practice and Mastery Learning

Practice Organization

Instructional Design, Feedback, and Self-directed Training

Evidence-Based Training

Future directions

Preoperative Planning

Summary and key points

Disclosures: G.J. Wiet has received research support from NIH/NIDCD1R01-011321. M.S. Sørensen and S.A.W. Andersen have nothing to disclose and no conflicts of interest.