Background Otoscopy is an important clinical skill to master in the undergraduate medical curriculum. This study investigated the effect of a new web-based learning platform in improving diagnostic ability and confidence in otoscopy among final year medical undergraduates in Universiti Kebangsaan Malaysia Medical Centre (UKMMC). Methods A new web-based learning platform for otoscopy was introduced to final year medical undergraduates who have completed a three-week posting in otorhinolaryngology. A total of 45 subjects who participated in the learning platform were included in this prospective interventional study. All of them answered questionnaires on level of confidence (LC) and completed online questions on diagnostic ability (DA) at three different timelines during the study: prior to intervention (T1), after intervention (T2) and 4 months following the intervention (T3). Results LC scores were significantly higher in between T1 and other timelines measured: T1 vs T2 and T1 vs T3 respectively (p < 0.05). DA scores were significantly higher in between T1 and other timelines measured: T1 vs T2 and T1 vs T3 respectively (p < 0.05). LC and DA scores continued to improve at T3 with scores significantly higher when compared with scores at T2 (p < 0.05). Conclusion Subjects’ level of confidence in performing otoscopy and diagnostic ability showed sustained improvements at 4 months with this intervention. We conclude that otoscopy web based learning platform complements the teaching and learning of otoscopy among final year medical undergraduates.
Background Otoscopy is an important clinical skill to master in the undergraduate medical curriculum. This study investigated the effect of a supplementary web-based learning platform in improving diagnostic ability and confidence in otoscopy among final year medical undergraduates in Universiti Kebangsaan Malaysia Medical Centre (UKMMC).MethodsA supplementary otoscopy training using a web-based learning platform was introduced to final year medical undergraduates who have completed a three-week posting in otorhinolaryngology. A total of 45 subjects who participated in the learning platform were included in this prospective interventional study. All of them answered questionnaires on level of confidence (LC) and completed online questions on diagnostic ability (DA) at three different timelines during the study: prior to intervention (T1), after intervention (T2) and 4 months following the intervention (T3).ResultsLC scores were significantly higher across the timelines measured: T1 vs T2 vs T3 respectively (p<0.05). DA scores were significantly higher across the timelines measured: T1 vs T2 vs T3 respectively (p<0.05). Both LC and DA scores showed sustained improvements at 4 months post intervention across both external auditory canal and tympanic membrane anatomical subsites. ConclusionSubjects’ level of confidence in performing otoscopy and diagnostic ability showed sustained improvements at 4 months with this intervention. We conclude that supplementary otoscopy training using a web based learning platform complements the teaching and learning of otoscopy among final year medical undergraduates.
Background Otoscopy is an important clinical skill to master in the undergraduate medical curriculum. This study investigated the effect of a supplementary web-based learning platform in improving diagnostic ability and confidence in otoscopy among final year medical undergraduates in Universiti Kebangsaan Malaysia Medical Centre (UKMMC).Methods A supplementary otoscopy training using a web-based learning platform was introduced to final year medical undergraduates who have completed a three-week posting in otorhinolaryngology. A total of 45 subjects who participated in the learning platform were included in this prospective interventional study. All of them answered questionnaires on level of confidence (LC) and completed online questions on diagnostic ability (DA) at three different timelines during the study: prior to intervention (T1), after intervention (T2) and 4 months following the intervention (T3).Results LC scores were significantly higher across the timelines measured: T1 vs T2 vs T3 respectively (p<0.05). DA scores were significantly higher across the timelines measured: T1 vs T2 vs T3 respectively (p<0.05). Both LC and DA scores showed sustained improvements at 4 months post intervention across both external auditory canal and tympanic membrane anatomical subsites. Conclusion Subjects’ level of confidence in performing otoscopy and diagnostic ability showed sustained improvements at 4 months with this intervention. We conclude that supplementary otoscopy training using a web based learning platform complements the teaching and learning of otoscopy among final year medical undergraduates.
Background Otoscopy is an important clinical skill to master in the undergraduate medical curriculum. This study investigated the effect of a supplementary web-based learning platform in improving diagnostic ability and confidence in otoscopy among final year medical undergraduates in Universiti Kebangsaan Malaysia Medical Centre (UKMMC).Methods A supplementary otoscopy training using a web-based learning platform was introduced to final year medical undergraduates who have completed a three-week posting in otorhinolaryngology. A total of 45 subjects who participated in the learning platform were included in this prospective interventional study. All of them answered questionnaires on level of confidence (LC) and completed online questions on diagnostic ability (DA) at three different timelines during the study: prior to intervention (T1), after intervention (T2) and 4 months following the intervention (T3).Results LC scores were significantly higher across the timelines measured: T1 vs T2 vs T3 respectively (p<0.05). DA scores were significantly higher across the timelines measured: T1 vs T2 vs T3 respectively (p<0.05). Both LC and DA scores showed sustained improvements at 4 months post intervention across both external auditory canal and tympanic membrane anatomical subsites. Conclusion Subjects’ level of confidence in performing otoscopy and diagnostic ability showed sustained improvements at 4 months with this intervention. We conclude that supplementary otoscopy training using a web based learning platform complements the teaching and learning of otoscopy among final year medical undergraduates.
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