Study on the role of otological endoscopic technique in otology teaching.

Abstract

Background: The intricate anatomy, narrow confines of each otolaryngological organ, and complex structures that are often concealed make it challenging to comprehend the fundamental theoretical knowledge required for early clinical practice teaching. Despite an increase in literature research on otological endoscopic surgery both domestically and internationally, there is a lack of reports regarding its application value, advantages, and disadvantages from a pedagogical perspective. This study aimed to investigate the impact of incorporating otological endoscopic into otoscopy clinical practice teaching.

Methods: In July 2020, 10 doctors of standardized training for residents who were rotated in the department of Otorhinolaryngology-Head and Neck Surgery (OHNS) of the First Affiliated Hospital of Anhui Medical University in 2019 were selected as the research objects. A randomized controlled trial (RCT) was used randomly divided into control (n=5) and experimental (n=5) groups by drawing lots. The control group received traditional teaching methods through video instruction, while the experimental group received traditional teaching combined with otological endoscopic examination, operation, and instruction. After completing both theoretical exams and skill operation assessments, a questionnaire survey was conducted to evaluate the effectiveness of each method.

Results: No significant differences existed between groups in age, gender composition, or test scores before teaching. However, after completion of the course material, students in the experimental group scored significantly higher on both theoretical tests (42.90) and operational tests (49.60) compared to those in the control group (28.1, 32.70), respectively; this difference was statistically significant (P=0.001). Additionally, feedback from questionnaire surveys indicated that students who participated in otological endoscopic-based learning reported greater confidence in consolidating clinical practice ability as well as applying relevant knowledge under different scenarios than those who did not receive such instruction; these differences were also statistically significant (P=0.04, P=0.02, P=0.01).

Conclusion: Incorporating otological endoscopic technology into otolaryngology education can enhance student engagement levels while improving overall learning efficiency by establishing standardized educational practices for future medical professionals.