Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education.

Affiliation

Wei F(1)(2)(3), Sun Q(1)(2)(3), Qin Z(1)(2)(3), Zhuang H(1)(2)(3), Jiang G(1)(2)(3), Wu X(4)(5)(6).
Author information:
(1)Department of Otorhinolaryngology, Head and Neck Surgery, The First Affiliated Hospital, Sun Yat-sen University, 2nd Zhongshan Road 58#, Guangdong, 510080, Guangzhou, People's Republic of China.
(2)Institute of Otorhinolaryngology Head and Neck Surgery, Sun Yat-sen University, Guangdong, 510080, Guangzhou, People's Republic of China.
(3)Guangzhou Key Laboratory of Otorhinolaryngology, Guangdong, 510080, Guangzhou, People's Republic of China.
(4)Department of Otorhinolaryngology, Head and Neck Surgery, The First Affiliated Hospital, Sun Yat-sen University, 2nd Zhongshan Road 58#, Guangdong, 510080, Guangzhou, People's Republic of China. [Email]
(5)Institute of Otorhinolaryngology Head and Neck Surgery, Sun Yat-sen University, Guangdong, 510080, Guangzhou, People's Republic of China. [Email]
(6)Guangzhou Key Laboratory of Otorhinolaryngology, Guangdong, 510080, Guangzhou, People's Republic of China. [Email]

Abstract

BACKGROUND: Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. METHODS: Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. RESULTS: Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). CONCLUSIONS: The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.