Face and content validity of a novel, web-based otoscopy simulator for medical education

Wickens, Brandon; Lewis, Jordan; Morris, David P.; Husein, Murad; Ladak, Hanif M.; Agrawal, Sumit

doi:10.1186/s40463-015-0060-z

Cited by 22 publications

(24 citation statements)

References 12 publications

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“…Whether to aid with tympanic membrane visualization using image capture of the tympanic membrane or for skills-training with simulation, advances should be explored in the context of improving diagnostic accuracy in the clinical settings. 15 However, it should be noted that under resourced clinics may nd it challenging to implement such emerging technology.…”

Section: Discussionmentioning

confidence: 99%

Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

Paul

Joyce²,

Dallaghan

et al. 2020

Preprint

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Background Acute otitis media (AOM) is the most frequent indication for antibiotic treatment of children in the United States. Its diagnosis relies on visualization of the tympanic membrane, a clinical skill acquired through a deliberate approach. Instruction in pediatric otoscopy begins in medical school. Medical students receive their primary experience with pediatric otoscopy during the required pediatric clerkship, traditionally relying on an immersion, apprentice-type learning model. A better understanding of their preceptors’ clinical and teaching practices could lead to improved skill acquisition. This study investigates how pediatric preceptors (PP) and members of the Council on Medical Student Education in Pediatrics (COMSEP) perceive teaching otoscopy. Methods A 30-item online survey was administered to a purposeful sample of PP at six institutions in 2017. A comparable 23-item survey was administered to members through the 2018 COMSEP Annual Survey. Only COMSEP members who identified themselves as teaching otoscopy to medical students were asked to complete the otoscopy-related questions on the survey. Results Survey respondents included 58% of PP (180/310) and 44% (152/348) of COMSEP members. Forty-one percent (62/152) of COMSEP member respondents identified themselves as teaching otoscopy and completed the otoscopy-related questions. The majority agreed that standardized curricula are needed (PP 78%, COMSEP members 97%) and that all graduating medical students should be able to perform pediatric otoscopy (PP 95%, COMSEP members 79%). Most respondents reported usefulness of the American Academy of Pediatrics (AAP) AOM guidelines (PP 95%, COMSEP members 100%). More COMSEP members than PP adhered to the AAP’s diagnostic criteria (pediatric preceptors 42%, COMSEP members 93%). The most common barriers to teaching otoscopy were a lack of assistive technology (PP 77%, COMSEP members 56%), presence of cerumen (PP 58%, COMSEP members 60%), time to teach in direct patient care (PP 46%, COMSEP members 48%), and parent anxiety (PP 62%, COMSEP members 54%). Conclusions Our study identified systemic and individual practice patterns and barriers to teaching pediatric otoscopy. These results can inform education leaders in supporting and enabling preceptors in their clinical teaching. This approach can be adapted to ensure graduating medical students obtain intended core clinical skills.

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Section: Discussionmentioning

confidence: 99%

Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

Paul

Joyce²,

Dallaghan

et al. 2020

Preprint

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“…Other nursing education work has posited that there is no difference between gamified learning versus face-to-face clinical simulation [43]. Medical education research has found largely positive results regarding the use of gamification as a teaching-learning mechanism, in terms of medical content validity [27], acceptance of and retention of learned knowledge [44], and ongoing skill retention and learner engagement [29,45]. The growing importance and interest in this topic can also be inferred from the recent registration of a Cochrane Database of Systematic Review protocol, which plans to examine the effectiveness of serious gaming and other gamified interventions in health professional education [38].…”

Section: Discussionmentioning

confidence: 99%

“…To assist with game development of the eMAR simulator, the research team partnered with a videogame company (Mikutech, Joydrop Ltd. London, Canada) that has significant experience in the areas of videogame and software development, including the specialized fields of education, engineering, and healthcare [27]. Drawing on previous research and medication administration workflow on the SMART eMAR [11,24], two main teaching-learning directions were targeted in the eMAR simulator game development.…”

Section: Planned Gamificationmentioning

confidence: 99%

Evaluating a Serious Gaming Electronic Medication Administration Record System Among Nursing Students: Protocol for a Pragmatic Randomized Controlled Trial (Preprint)

Booth¹,

Sinclair²,

McMurray³

et al. 2017

Preprint

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“…These models consisted of 21 synthetic, 12 computer-based, 2 animal cadaver, and 2 human cadaver models. All computer-based models utilized virtual reality (VR) technology except for one web-based otoscopy simulator aimed for otoscopic examination described by Wickens et al [11]. Of these 37 models, 13 were intended for temporal bone drilling (35%), 11 were aimed for ventilation tube insertion (30%), and others included a variety of other ear surgical procedures.…”

Section: Otologymentioning

confidence: 99%

Current State of Surgical Simulation Training in Otolaryngology: Systematic Review of Simulation Training Models

Alwani¹,

Bandali²,

Larsen³

et al. 2019

AOHNS

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Despite the changing landscape of surgical education with work hour restrictions and decreased independence of trainees in clinical activities [1], most training programs uphold a traditional, dogmatic approach in training surgical residents that is based on a hierarchical, apprenticeship model. This model often presents a time-intensive learning curve that leaves trainees, who are often first responders, with limited knowledge, skills, and confidence to competently deal with clinical and surgical scenarios of varying complexity [2].Given that surgical simulation training (SST) engages the two most important tenets of adult learning by permitting moderated practical experience in the setting of guided reflection, it holds great potential in the training of otolaryngologists [3]. Although surgical simulation activities can be resource intensive [4,5], the availability of an arena for deliberate practice in a risk-free, low stress environment is an effective way to acquire skills specific to the practice of a surgical subspecialty [6].Simulation models remain a keystone in the design of high-yield simulation activities by providing apparatus for the acquisition of surgical skills which can then be transferred to patient care [7]. Simulation models fulfill the role of physical vessels that afford trainees an opportunity to hone their psychomotor and decision-making skills without the loom of patient risk [2].With the exponential advancement of computing and manufacturing technologies, several simulation models and platforms have recently been developed and deployed in the training of surgical residents. On a broad scale, these simulation models can be categorized into synthetic bench models, computer-based models (virtual reality or web-based), animal models (tissue or live), and human cadaveric models [8], while a combination of any of these constitutes a hybrid model.In this study, we aim to provide a systematically reviewed list of otolaryngology simulators that are documented in Otolaryngology literature and discuss recent updates in simulation training in the field of otolaryngology. METHODS Study SelectionWith the assistance of an information specialist, an a priori research protocol was designed based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology [9]. Subsequently, a sensitive systematic review was performed to obtain as many articles from five databases namely Ovid/Medline, PubMed, Embase, Web of Science, and Cochrane. The databases were searched from their inception through July 18 th , 2018. Two investigators (M.A. and M.L.) conducted the search and reviewed selected articles. Subject headings for the search included otolaryngology, otology, airway, laryngeal, rhinology, reconstructive, facial plastics, and head and neck oncology cross-referenced with the terms simulation, simulation training, and simulation models. Bibliographies were manually searched to identify studies that met inclusion criteria. Inter-investigator discordances in the review process wer...

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Face and content validity of a novel, web-based otoscopy simulator for medical education

Cited by 22 publications

References 12 publications

Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

Evaluating a Serious Gaming Electronic Medication Administration Record System Among Nursing Students: Protocol for a Pragmatic Randomized Controlled Trial (Preprint)

Current State of Surgical Simulation Training in Otolaryngology: Systematic Review of Simulation Training Models

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