Meyer, Anna1; Zhao, Nina1; Chari, Divya1; Wang, Tammy; Rosbe, Kristina1
1 Department of Otolaryngology-Head & Neck Surgery, University of California San Francisco, San Francisco, CA, USA.
The rapid adoption of endoscopic ear surgery (EES) has resulted in otolaryngology faculty performing simultaneously as educator and learner, creating unique challenges in meeting learning needs. This study aims to examine educator and trainee perspectives on learning endoscopic ear surgery.
– Study Design: Qualitative survey: Separate faculty and trainee surveys were distributed to otolaryngology faculty who perform EES and resident trainees.
– Setting: tertiary academic hospital
– Participants: Otolaryngology faculty and trainees
– Intervention(s): NA
– Main Outcome Measure(s): Identification of educator and trainee learner themes in EES.
– Results: All educator respondents had learned EES after residency. On average, the educators were not yet confident in their EES skills. The majority do not do total EES but use it as an adjunct to traditional approaches. Educator themes included concern about trainee control of the endoscope; increased ability to allow a trainee to operate due to a “shared” view; and feeling inadequately trained in EES. The survey of trainees indicated the majority felt the educator as a learner is able to adequately perform and teach EES; that having the “shared” view with the educator was advantageous to their learning; and that they had a better understanding of the learning curve in working with educators who were actively learning EES.
In conclusion, while educators who are learning EES may lack confidence in their ability to perform and teach the approach, trainees appear to find the experience positive overall. The ability to share the view of the surgical procedure appears to improve the learning experience of both educator and learner.