Teaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groups
Abstract Background The serious consequences of inaccurate diagnosis of acute otitis media have led to a call for greater education to develop proficient pediatric otoscopy skills. Despite the clinical and educational needs, peer-reviewed standardized curricula with validated assessment instruments...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2017-08-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-017-0988-y |
| _version_ | 1818081130007494656 |
|---|---|
| author | Caroline R. Paul Craig L. Gjerde Gwen McIntosh Lori S. Weber |
| author_facet | Caroline R. Paul Craig L. Gjerde Gwen McIntosh Lori S. Weber |
| author_sort | Caroline R. Paul |
| collection | DOAJ |
| description | Abstract Background The serious consequences of inaccurate diagnosis of acute otitis media have led to a call for greater education to develop proficient pediatric otoscopy skills. Despite the clinical and educational needs, peer-reviewed standardized curricula with validated assessment instruments remain limited. This study evaluated a pediatric otoscopy curriculum incorporated into the Pediatric medical student clerkship with use of outcome measures that included assessment of skills with real patients. The objective was to determine whether students who received the intervention would demonstrate significant gains in pediatric otoscopy skills when compared with students with only routine immersion learning exposure. Methods During their Pediatric clerkship, an intervention group (IG) of 100 medical students received routine instruction and a curriculum intervention. A non-intervention group (NIG) of 30 students received only routine instruction. Outcome measures included written tests and assessment of skills with real patients. A retention group (RG) consisted of 79 students in the IG who completed a written test at the end of medical school. Paired t-tests were used to compare differences in pre-intervention, post-intervention, and retention scores for the IG, NIG, and RG, while analysis of covariance tests were used to compare differences in scores between the IG and NIG. Results Pre-intervention scores were similar for the IG and NIG for the written test (mean/SD of 12.9/2.9 for IG and 12.9/1.8 for NIG, p = 0.78) and skills checklist (mean/SD of 11.1/4.4 for IG and 10.9/4.0 for NIG, p = 0.88). The IG had significantly higher post-intervention scores than the NIG for the written test (mean/SD of 22.6/1.7 for IG and 13.9/2.5 for NIG, p < 0.001) and skills checklist (mean/SD of 19.2/3.4 for IG and 11.0/3.8 for NIG, p < 0.001). The IG also had significantly higher gain in scores than the NIG for the written test (mean/SD +9.6/2.8 for IG and +1.0/2.3 for NIG, p < 0.001) and skills checklist (mean/SD of +8.1/4.8 for IG and +0.1/4.5 for NIG, p < 0.001). For the RG, there was a significant decrease (p < 0.001) from the post-intervention scores to retention scores (mean/SD of −7.4/2.7) but a significant increase (p < 0.001) from the pre-intervention score to retention score (mean + 2.6/3.3). Conclusions Medical students who received a formal curriculum intervention demonstrated significant gains in pediatric otoscopy skills when compared with students with only routine immersion learning exposure. However, learning gains diminished over time, emphasizing the need for continued practice opportunities to reinforce students’ skills. Our study provides a formal curriculum to meet identified educational gaps in the important topic of pediatric otoscopy and offers a model for teaching of other clinical skills using rigorous outcome measures including assessment of skills in real patients. |
| first_indexed | 2024-12-10T19:01:18Z |
| format | Article |
| id | doaj.art-079d48865cdb4d09942e47545d96b7cb |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-10T19:01:18Z |
| publishDate | 2017-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-079d48865cdb4d09942e47545d96b7cb2022-12-22T01:36:59ZengBMCBMC Medical Education1472-69202017-08-011711610.1186/s12909-017-0988-yTeaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groupsCaroline R. Paul0Craig L. Gjerde1Gwen McIntosh2Lori S. Weber3University of Wisconsin School of Medicine and Public HealthDepartment of Family Medicine and Community HealthUniversity of Wisconsin School of Medicine and Public HealthDepartment of Pediatrics, Gundersen Health SystemAbstract Background The serious consequences of inaccurate diagnosis of acute otitis media have led to a call for greater education to develop proficient pediatric otoscopy skills. Despite the clinical and educational needs, peer-reviewed standardized curricula with validated assessment instruments remain limited. This study evaluated a pediatric otoscopy curriculum incorporated into the Pediatric medical student clerkship with use of outcome measures that included assessment of skills with real patients. The objective was to determine whether students who received the intervention would demonstrate significant gains in pediatric otoscopy skills when compared with students with only routine immersion learning exposure. Methods During their Pediatric clerkship, an intervention group (IG) of 100 medical students received routine instruction and a curriculum intervention. A non-intervention group (NIG) of 30 students received only routine instruction. Outcome measures included written tests and assessment of skills with real patients. A retention group (RG) consisted of 79 students in the IG who completed a written test at the end of medical school. Paired t-tests were used to compare differences in pre-intervention, post-intervention, and retention scores for the IG, NIG, and RG, while analysis of covariance tests were used to compare differences in scores between the IG and NIG. Results Pre-intervention scores were similar for the IG and NIG for the written test (mean/SD of 12.9/2.9 for IG and 12.9/1.8 for NIG, p = 0.78) and skills checklist (mean/SD of 11.1/4.4 for IG and 10.9/4.0 for NIG, p = 0.88). The IG had significantly higher post-intervention scores than the NIG for the written test (mean/SD of 22.6/1.7 for IG and 13.9/2.5 for NIG, p < 0.001) and skills checklist (mean/SD of 19.2/3.4 for IG and 11.0/3.8 for NIG, p < 0.001). The IG also had significantly higher gain in scores than the NIG for the written test (mean/SD +9.6/2.8 for IG and +1.0/2.3 for NIG, p < 0.001) and skills checklist (mean/SD of +8.1/4.8 for IG and +0.1/4.5 for NIG, p < 0.001). For the RG, there was a significant decrease (p < 0.001) from the post-intervention scores to retention scores (mean/SD of −7.4/2.7) but a significant increase (p < 0.001) from the pre-intervention score to retention score (mean + 2.6/3.3). Conclusions Medical students who received a formal curriculum intervention demonstrated significant gains in pediatric otoscopy skills when compared with students with only routine immersion learning exposure. However, learning gains diminished over time, emphasizing the need for continued practice opportunities to reinforce students’ skills. Our study provides a formal curriculum to meet identified educational gaps in the important topic of pediatric otoscopy and offers a model for teaching of other clinical skills using rigorous outcome measures including assessment of skills in real patients.http://link.springer.com/article/10.1186/s12909-017-0988-yClinical assessmentPediatric OtoscopyAcute Otitis mediaCurriculum; learning about diagnosis |
| spellingShingle | Caroline R. Paul Craig L. Gjerde Gwen McIntosh Lori S. Weber Teaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groups BMC Medical Education Clinical assessment Pediatric Otoscopy Acute Otitis media Curriculum; learning about diagnosis |
| title | Teaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groups |
| title_full | Teaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groups |
| title_fullStr | Teaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groups |
| title_full_unstemmed | Teaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groups |
| title_short | Teaching the pediatric ear exam and diagnosis of Acute Otitis Media: a teaching and assessment model in three groups |
| title_sort | teaching the pediatric ear exam and diagnosis of acute otitis media a teaching and assessment model in three groups |
| topic | Clinical assessment Pediatric Otoscopy Acute Otitis media Curriculum; learning about diagnosis |
| url | http://link.springer.com/article/10.1186/s12909-017-0988-y |
| work_keys_str_mv | AT carolinerpaul teachingthepediatricearexamanddiagnosisofacuteotitismediaateachingandassessmentmodelinthreegroups AT craiglgjerde teachingthepediatricearexamanddiagnosisofacuteotitismediaateachingandassessmentmodelinthreegroups AT gwenmcintosh teachingthepediatricearexamanddiagnosisofacuteotitismediaateachingandassessmentmodelinthreegroups AT lorisweber teachingthepediatricearexamanddiagnosisofacuteotitismediaateachingandassessmentmodelinthreegroups |