Canadian journal of surgery. Journal canadien de chirurgie · 2026
Effectiveness of a near-peer teaching model in an otolaryngology bootcamp for medical students: a pilot study.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Dana Helia Mansouri, Tholl Samuel, Moise Alexander C, Thamboo Andrew
Аннотация
BACKGROUND: Studies show that near-peer, simulation-based training can help develop technical skills. We sought to examine the effectiveness of near-peer instruction in otolaryngology emergencies by assessing student knowledge and procedural confidence before and after a 2-hour workshop.
METHODS: We designed a pilot study for an otolaryngology workshop led by a second-year resident and 2 third-year medical students. The workshop consisted of lectures for anatomy and procedural overview, followed by hands-on simulation stations. Participants completed pre- and post-workshop quizzes and surveys to assess confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy.
RESULTS: Sixteen medical students participated (mean age 25.8 yr). Median quiz scores increased significantly from 7 to 17 out of 21 after the workshop (p = 0.0005; median change 10, 95% confidence interval 6.0 to 11.5). Median self-reported confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy significantly improved from 2 to 3 (p = 0.003), 1 to 3 (p = 0.0009), and 1 to 3 (p = 0.001) out of 4, respectively. Among participants, the likelihood of attending this workshop again or recommending it to peers was high (median score 4/4).
CONCLUSION: The workshop effectively improved knowledge and procedural confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy among medical students. It was well received, with high satisfaction scores, and feasible to coordinate.
METHODS: We designed a pilot study for an otolaryngology workshop led by a second-year resident and 2 third-year medical students. The workshop consisted of lectures for anatomy and procedural overview, followed by hands-on simulation stations. Participants completed pre- and post-workshop quizzes and surveys to assess confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy.
RESULTS: Sixteen medical students participated (mean age 25.8 yr). Median quiz scores increased significantly from 7 to 17 out of 21 after the workshop (p = 0.0005; median change 10, 95% confidence interval 6.0 to 11.5). Median self-reported confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy significantly improved from 2 to 3 (p = 0.003), 1 to 3 (p = 0.0009), and 1 to 3 (p = 0.001) out of 4, respectively. Among participants, the likelihood of attending this workshop again or recommending it to peers was high (median score 4/4).
CONCLUSION: The workshop effectively improved knowledge and procedural confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy among medical students. It was well received, with high satisfaction scores, and feasible to coordinate.