Simulation has become a valuable tool in medical education, and several specialties accept or require simulation as a resource for resident training or assessment as well as for board certification or maintenance of certification. This study investigates current simulation resources and activities in US otolaryngology residency programs and examines interest in advancing simulation training and assessment within the specialty.
Study Design
Web-based survey.
Setting
US otolaryngology residency training programs.
Subjects and Methods
An electronic web-based survey was disseminated to all US otolaryngology program directors to determine their respective institutional and departmental simulation resources, existing simulation activities, and interest in further simulation initiatives. Descriptive results are reported.
Results
Responses were received from 43 of 104 (43%) residency programs. Simulation capabilities and resources are available in most respondents’ institutions (78.6% report onsite resources; 73.8% report availability of models, manikins, and devices). Most respondents (61%) report limited simulation activity within otolaryngology. Areas of simulation are broad, addressing technical and nontechnical skills related to clinical training (94%). Simulation is infrequently used for research, credentialing, or systems improvement. The majority of respondents (83.8%) expressed interest in participating in multicenter trials of simulation initiatives.
Conclusion
Most respondents from otolaryngology residency programs have incorporated some simulation into their curriculum. Interest among program directors to participate in future multicenter trials appears high. Future research efforts in this area should aim to determine optimal simulators and simulation activities for training and assessment as well as how to best incorporate simulation into otolaryngology residency training programs.
NascaTJDaySHAmisESJr; ACGME Duty Hour Task Force. The new recommendations on duty hours from the ACGME task force. N Engl J Med. 2010;363:e3.
2.
ZivAWolpePRSmallSDGlickS. Simulation-based medical education: an ethical imperative. Acad Med. 2003;78:783-788.
3.
Institute of Medicine. Graduate Medical Education That Meets the Nation’s Health Needs. Washington, DC: National Academies Press; 2014.
4.
Institute of Medicine. The Healthcare Imperative: Lowering Costs and Improving Outcomes. Workshop Series Summary. Washington, DC: National Academies Press; 2010.
5.
DeutschES. Simulation in otolaryngology: smart dummies and more. Otolaryng Head Neck. 2011;145:899-903.
6.
McLaughlinSFitchMTGoyalDG. Simulation in graduate medical education 2008: a review for emergency medicine. Acad Emerg Med. 2008;15:1117-1129.
7.
SouthgateWMAnnibaleDJ. Simulation training in graduate medical education: a means of traversing a changed and changing landscape. Adv Neonatal Care. 2010;10:261-268.
8.
OssowskiKLRheeDCRubinsteinENFergusonBJ. Efficacy of sinonasal simulator in teaching endoscopic nasal skills. Laryngoscope. 2008;118:1482-1485.
9.
WietGJStredneyDKerwinT. Virtual temporal bone dissection system: OSU virtual temporal bone system: development and testing. Laryngoscope. 2012;122(suppl 1):S1-S12.
10.
FriedMPSadoughiBGibberMJ. From virtual reality to the operating room: the endoscopic sinus surgery simulator experiment. Otolaryng Head Neck. 2010;142:202-207.
McGaghieWCIssenbergSBCohenERBarsukJHWayneDB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011;86:706-711.
13.
CookDA. How much evidence does it take? A cumulative meta-analysis of outcomes of simulation-based education. Med Educ. 2014;48:750-760.
14.
McGaghieWCIssenbergSBBarsukJHWayneDB. A critical review of simulation-based mastery learning with translational outcomes. Med Educ. 2014;48:375-385.
15.
CohenERFeinglassJBarsukJH. Cost savings from reduced catheter-related bloodstream infection after simulation-based education for residents in a medical intensive care unit. Simul Healthc. 2010;5:98-102.
16.
ScholtzAKMonachinoAMNishisakiANadkarniVMLengettiE. Central venous catheter dress rehearsals: translating simulation training to patient care and outcomes. Simul Healthc. 2013;8:341-349.
17.
BarsukJHCohenERFeinglassJMcGaghieWCWayneDB. Unexpected collateral effects of simulation-based medical education. Acad Med. 2011;86:1513-1517.
18.
HowellsTHEmeryFMTwentymanJE. Endotracheal intubation training using a simulator: an evaluation of the Laerdal adult intubation model in the teaching of endotracheal intubation. Br J Anaesth. 1973;45:400-402.
19.
BuyskeJ. The role of simulation in certification. Surg Clin N Am. 2010;90:619-621.
GascoJHolbrookTJPatelA. Neurosurgery simulation in residency training: feasibility, cost, and educational benefit. Neurosurgery. 2013;73:S39.
22.
IssenbergSBChungHSDevineLA. Patient safety training simulations based on competency criteria of the accreditation council for graduate medical education. Mt Sinai J Med. 2011;78:842-853.
23.
JohnsonKGeisGOehlerJ. Simulation to implement a novel system of care for pediatric critical airway obstruction. Arch Otolaryngol. 2012;138:907-911.
24.
MathewsSBHetzlerDGHilsingerRLJr.Incus and stapes footplate simulator. Laryngoscope. 1997;107:1614-1616.
25.
OwaAOGbejuadeHOGiddingsC. A middle-ear simulator for practicing prosthesis placement for otosclerosis surgery using ward-based materials. J Laryngol Otol. 2003;117:490-492.
26.
MalekzadehSHannaGWilsonBPehlivanovaMMilmoeG. A model for training and evaluation of myringotomy and tube placement skills. Laryngoscope. 2011;121:1410-1415.
