Objectives/Hypothesis: To examine the perspectives of current otolaryngology–head and neck surgery residents and faculty members on educational formats and approaches. To assess the effects of a novel integrative educational curriculum for residents by examining results from the otolaryngology training examination (OTE). We hypothesized that altering the current curriculum to accentuate resident participation would result in improved performance on the OTE. Study Design: Prospective cohort study. Methods: We conducted a study from June 2015 to July 2018. All faculty attendings and residents were asked to participate in the study and were included. A novel educational curriculum founded on the principles of experiential learning and utilizing the PulseQD app to facilitate collaborative learning was implemented. The results of a questionnaire distributed within the department and yearly OTE scores were collected. Results: Residents and faculty attendings reported comparable exposure to educational formats throughout their training, although residents had more experience with flipped classroom settings. Both groups had similar attitudes toward the importance and effectiveness of educational opportunities. There was a statistically significant improvement in OTE scores in each of the 2 years after implementation of the educational changes (P =.0296 and P =.00237, respectively), with all current residents improving their scores on the most recent OTE. Conclusions: Through implementation of this integrative educational curriculum our residents showed significant improvement in OTE scores. Our results suggest that this type of curriculum, which combines a variety of approaches including a flipped classroom model with active participation and integrates app technology, can improve resident performance on educational assessments. Level of Evidence: 2. Laryngoscope, 130:615–621, 2020.
|Original language||English (US)|
|Number of pages||7|
|State||Published - Mar 1 2020|
- flipped classroom
ASJC Scopus subject areas