Optimizing Otoscopy Competency in Students through Supplementary Otoscopy Training

Abstract

Objectives:

Determine the effectiveness of the otoscopy training model on clinical competency and confidence level of students in performing and interpreting otoscopy.

Methods:

Thirty-two first and second year audiology graduate students and six nursing students enrolled in pediatric audiology class participated. Students were randomly assigned to the control (n = 19, 14 females) and experimental groups (n =19; 14 females). The experimental group received supplementary otoscopy training including didactic otoscopy lectures and clinical training using manikin ears. The control group received the same pre-test and post-test and then completed a third assessment (post-test 2) after receiving the same training. An evaluation of knowledge and skills regarding otoscopy between groups and time was conducted at three times: a) pre-training, b) experimental group post training, c) control group post training. Evaluation involved a written and clinical exam and a self-perception rating of confidence. Scores were analyzed via two-way analysis of variances (ANOVAs), whereas Chi Square (X2) was conducted to evaluate confidence.

Results:

Experimental and control groups demonstrated significant increased overall competency in otoscopy following training model with didactic and laboratory components. Post-test confidence ratings increased in all groups, and there were no significant differences between groups.

Conclusions:

The need for supplementary otoscopy training was warranted by low knowledge and clinical competency in otoscopy skills of students as measured by pre-test mean scores. After training, both groups showed significant improvement in knowledge and competency. Results also suggest that perceived confidence ratings may be misleading in determining students’ clinical otoscopy skills.