Training and Simulation in Otolaryngology

Abstract

This article focuses on key issues surrounding the needs and application of simulation technologies for technical skills training in otolaryngology. The discussion includes an overview of key topics in training and learning, the application of these issues in simulation environments, and the subsequent applications of these simulation environments to the field of otolaryngology. Examples of past applications are presented, with discussion of how the interplay of cultural changes in surgical training in general, along with the rapid advancements in technology have shaped and influenced their adoption and adaptation. The authors conclude with emerging trends and potential influences advanced simulation and training will have on technical skills training in otolaryngology.

Opinions of Otorhinolaryngology Residents about Their Education Process

“…Success in procedures is achieved by a combination of theoretical knowledge, the ability to make quick decisions, and manual dexterity (14). STSs are expected to read written sources and increase their knowledge and experience via educational meetings, participation in congresses, and cadaver courses (2,6). Keeping information up to date and maintaining practices at a contemporary level are only possible by reading scientific publications and participating in activities…”

“…However, even if training methods such as training videos, cadaver studies, and simulation laboratories are useful, the management of multifactorial stresses and challenges in studies with real patients is achieved only by working with these patients one-on-one (2,3). In addition to daily practices, the more effective use of visual materials that will contribute to the training process, arrangements of concentrated training programs on a chosen topic, and ensuring greater participation of STSs in organized congresses will increase their learning motivation without raising their workload.…”

“…The basic approach to surgical training has been reported to be the master-apprentice relationship defined by Halsted and Osler in the late 1800s. Although educational resources have currently become diversified with training videos, simulations, and skill labs, the basis of surgical training is still the master-apprentice relationship (2)(3)(4)(5)(6). In addition to all skills, such as the power to interpret theoretical knowledge, that all doctors need to have, manual skills, by which they can effectively and safely apply many alternative methods, should also be taught to residents.…”

“…In addition to all skills, such as the power to interpret theoretical knowledge, that all doctors need to have, manual skills, by which they can effectively and safely apply many alternative methods, should also be taught to residents. The master-apprentice relationship is becoming more important in surgical medicine departments (2,3,6,7).…”

Use of Simulation Boot Camps to Train Junior Otolaryngology Residents

“…Factors that are driving this include increased pressure on teaching faculty to be more efficient; duty hour restrictions; decreased availability of previously used materials, such as cadavers; need for standardized assessment of technical skills; increasing complexity of surgical procedures; as well as increasing pressure to practice skills in an environment that prevents harm to patients. [2][3][4][5] My residency training has witnessed this transition in training structure. This event, above all else, has substantiated its validity to me.…”