Author(s)
Pranav A. Patel, BS
Noah Z. Feit, MD
Asher T. Ripp, BS
Carter D. Smith, BS
Emily A. Brennan, MLIS, Michelle S. Hwang, MD
Clarice S. Clemmens, MD
Peter R. Dixon, MD
Jason G. Newman, MD
Ted A. Meyer, MD, PhD
Affiliation(s)
Medical University of South Carolina
Abstract:
Educational Objective: At the conclusion of this presentation, the participants should be able to understand the recent changes and growth within otolaryngology medical educational interventions.
Objectives: This scoping review aims to evaluate and summarize the breadth of otolaryngology medical education interventions for American medical students to determine best practices.
Study Design: Scoping review.
Methods: This PRISMA adherent scoping review involved a systematic search of PubMed, Ovid, Scopus databases from inception through December 28, 2023. Publications of any design and date, performed in the United States, and focusing on undergraduate medical education in otolaryngology exclusively were included. Statistical analysis was performed using descriptive statistics.
Results: Of the 920 unique abstracts identified, 52 articles (N = 2684) were ultimately included. The most frequently described educational modality was didactics (69.2%), followed by case simulation (50%), virtual interventions (40.4%), and mentorship (38.5%). There was a 333% increase in the number of published studies between 2019 and 2021. Virtual interventions were noted to have the highest growth rate over this period (zero to eleven studies), followed by case simulation (500%), mentorship (300%), and didactics (300%).
Conclusions: This scoping review highlights the existing research on otolaryngologic education within the medical school curriculum. There has been a particular increase in mentorship and virtual opportunities, perhaps due to the COVID-19 pandemic.