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A survey comparison of educational interventions for teaching pneumatic otoscopy to medical students

机译：对医学生进行气动耳镜教学的教育干预措施的调查比较

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Though pneumatic otoscopy improves accurate diagnosis of ear disease, trainees lack proficiency. We evaluated the effect of three different training techniques on medical students’ subsequent reported use of basic and pneumatic otoscopy in patient encounters. Pediatric clerkship students participated in an ear exam workshop with randomization to one of three educational interventions: task trainer (Life/form?, Fort Atkinson WI), instructional video, or peer practice. Each student received an insufflator bulb and logbook to record otoscopic exams and completed an 18-item anonymous survey at clerkship conclusion. 115 of 150 students (77%) completed the survey. There was no significant difference in number of basic or pneumatic otoscopic exams performed based on method of training. Most students (68–72%) felt more likely to perform pneumatic otoscopy after training. Though the majority of students performed basic otoscopy on patients when an ear exam was indicated, they used pneumatic otoscopy less than 10% of the time. Students reported significant barriers to otoscopy: time, access to equipment, cerumen impaction, patient hold, and anxiety. Student comments described a culture where insufflation was neither practiced nor valued by supervising physicians. Training in pneumatic otoscopy can increase student comfort, but barriers exist to using the skill in clinical practice.
机译：尽管气动耳镜检查可以改善对耳部疾病的准确诊断，但受训人员缺乏专业知识。我们评估了三种不同的训练技术对医学生随后在患者遭遇中使用基础和气动耳镜的报道。儿科业务的学生参加了一项耳考试讲习班，随机分配了以下三种教育干预措施之一：任务培训师（Life / form？，Fort Atkinson WI），教学视频或同伴练习。每个学生都收到一个吹气灯泡和记录簿，以记录耳镜检查，并在书记官结束时完成了一项18项匿名调查。 150名学生中的115名（77％）完成了调查。根据培训方法进行的基础或气动耳镜检查次数没有显着差异。大多数学生（68–72％）在训练后感到更可能进行气动耳镜检查。尽管大多数学生在进行耳部检查时对患者进行了基本的耳镜检查，但他们不到10％的时间使用了气动耳镜检查。学生们报告了耳镜检查的主要障碍：时间，设备的使用，对子宫的撞击，患者的握持和焦虑。学生的评论描述了一种文化，在这种文化中，督导医生既没有实行吹气，也没有重视吹气。进行气动耳镜检查可以提高学生的舒适度，但是在临床实践中使用该技能存在障碍。

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