What do otolaryngologists want to learn? An educational targeted needs assessment study

Daloğlu, Mustafa; Alimoğlu, Mustafa Kemal

doi:10.1016/j.bjorl.2018.12.001

Cited by 3 publications

(2 citation statements)

References 17 publications

(16 reference statements)

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“…This may be especially beneficial to provide bespoke educational opportunities from a distance to otolaryngology training programs which have previously reported deficiencies in FPRS education. 15 Finally, while previous studies have reported overhead costs as a significant barrier to tele-education, advancements in videoconferencing technology through applications like Zoom make incorporation of this system both practical and financially feasible. 16,17 There are also limitations to incorporating a live telelecture medium.…”

Section: Discussionmentioning

confidence: 99%

Telelecture Educational Series in Facial Plastic and Reconstructive Surgery

et al. 2020

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We sought to evaluate the usefulness of a monthly telelecture educational series in facial plastic and reconstructive surgery for resident education and to identify potential areas for improvement. A monthly series of facial plastic and reconstructive surgery telelectures were hosted at our institution between 2016 and 2018. A web-based survey was sent to 13 residents and 7 invited faculty presenters. Resident survey questions included rating of presentation topics, interface, networking opportunities, and educational value. Faculty survey questions included satisfaction, temporal convenience, likelihood of future telelecture participation, and likelihood of telelecture series implementation at speaker's home institution. The survey response rate was 100%. All of the residents expressed satisfaction with topics presented, lecture duration, perceived enhancement of education, and overall satisfaction with the telelecture series. 46% of residents indicated that the telelecture format limited networking opportunities. 72% of faculty reported they would participate in a future telelecture, and 86% indicated interest in integrating telelectures into their home institution educational curriculum. Live virtual telelectures effectively allow experienced facial plastic surgeons to share their operative techniques and management pearls in an interactive and practical format. This is a contemporary solution to bridging knowledge gaps between expert facial plastic surgeons from all corners of the world and the next generation of surgeons.

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Section: Discussionmentioning

confidence: 99%

Telelecture Educational Series in Facial Plastic and Reconstructive Surgery

et al. 2020

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“…A comprehensive needs assessment provides a systematic approach to evaluating the efficacy of existing training curricula, clinical exposures, and skill development paradigms. By identifying areas of alignment as well as discrepancies between training and practice, stakeholders in medical education can enact meaningful changes that enhance the competencies of future otolaryngologists [24]. So, the aim of the study is to assess gaps in otolaryngology training through an in-depth needs assessment.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Gaps in Otolaryngology Training: An In-Depth Needs Assessment in Saudi Arabia

Alarfaj,

Al-Nasser

2023

Healthcare

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Background: The landscape of otolaryngology training in Saudi Arabia is undergoing transformation due to the expansion of medical colleges and increased overseas medical scholarships. However, concerns persist regarding the satisfaction and adequacy of surgical education. This study aims to assess gaps in otolaryngology training through an in-depth needs assessment. Methods: A cross-sectional study was conducted among 85 otolaryngology–head and neck surgery residency graduates in Saudi Arabia between 2019 and 2021. Participants completed a validated questionnaire assessing deficiencies, importance, and competence in different subspecialty areas. Data were analyzed using descriptive statistics, median comparisons, and Kruskal–Wallis tests. Results: Participants identified deficiencies in training across domains, with significant variations in specific subspecialties among different regions. Dissatisfaction with clinical discussions, research training, access to simulation labs, and training in emerging subspecialties was evident. Conclusion: The study highlights challenges within otolaryngology training, emphasizing the need for continuous evaluation and adaptation to ensure high-quality and comprehensive training. Addressing these gaps is essential to produce well-rounded otolaryngologists capable of meeting the evolving demands of modern healthcare.

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A Comprehensive Analysis of the Results of The Nursing Orientation Training Program Developed using Kern's Six-Step Approach

Koç Aslan,

Bozkır,

Gençoğlu Toprak

2024

AJNER

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In-service training programmes play a pivotal role in enhancing nurses’ clinical skills through diverse activities such as hands-on workshops, simulations, and practical exercises. These activities enable nurses to acquire new procedures, techniques, and interventions, which directly contribute to improved patient outcomes. This study presents the outcomes and experiences gained from the implementation of Kern’ ’Six-step approach in designing an orientation training programme for new nurses within a private health care institution, aiming to update the curriculum. This descriptive retrospective file review encompasses 285 orientation training sessions conducted for new nurses at Acıbadem Health Group (AHG) between 2017 and 2022. Data collection involved computing pretest and post-test score averages, determining simulation score averages for participants, and using an institution-developed training evaluation form. Statistical analyses were performed using the SPSS software. Notably, 2021 witnessed the highest frequency of training sessions, constituting 14.7% of the total, while 2018 saw the highest number of participants, accounting for 15.97% of the total. Although variations in training sessions and participants across different years were observed, the average number of education sessions remained consistent without statistically significant differences. The participants test scores revealed promising results, with the pretest averaging 61.76 and the post-test scoring an average of 81.10. In addition, the mean scores for the Adult CPR Script and Pediatric CPR Scenario were 89.52 and 87.28, respectively. These findings shed light on the training program’s overall outcomes and effectiveness. Particularly striking were the improvements in participant’' test scores, both in the pretest and post-test, affirming the programs efficiency. This study underscores the intricate interplay between education, test scores, and overall satisfaction within the training programs.

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What do otolaryngologists want to learn? An educational targeted needs assessment study

Cited by 3 publications

References 17 publications

Telelecture Educational Series in Facial Plastic and Reconstructive Surgery

Telelecture Educational Series in Facial Plastic and Reconstructive Surgery

Evaluating Gaps in Otolaryngology Training: An In-Depth Needs Assessment in Saudi Arabia

A Comprehensive Analysis of the Results of The Nursing Orientation Training Program Developed using Kern's Six-Step Approach

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