Optimal Timing of Entry‐Level Otolaryngology Simulation

Objective Appropriate timing of subspecialty simulation is critical to maximize learner benefit and guide resource utilization. We aimed to determine optimal timing of a simulation‐based curriculum designed to teach entry‐level procedural skills for otolaryngology residency. Study Design Simulation curriculum intervention tested among 3 comparison groups of varying clinical levels. Setting Academic otolaryngology training program and medical school. Subjects and Methods We developed a simulation‐based technical skills curriculum incorporating the following task trainers: flexible laryngoscopy, peritonsillar abscess drainage, and myringotomy and tube insertion. Preclinical medical students (n = 40), subintern rotators (n = 35), and midyear interns (n = 8) completed the simulation‐based curriculum. Pre‐ and postintervention knowledge/confidence and “level appropriateness” were rated on a 5‐point Likert scale, and effect size was calculated. Results Overall self‐reported knowledge/confidence levels improved in all 3 groups preintervention (1.05, 2.15, 3.17) to postintervention (2.79, 3.45, 4.38, respectively; all P <. 01). Preclinical medical students uniformly reported very little to no familiarity with the procedures prior to the curriculum, while interns approached independence following the intervention. Large effect sizes were seen in all tasks for preclinical students ( d = 3.13), subinterns ( d = 1.46), and interns ( d = 2.14). Five‐point Likert scale measures of level appropriateness (1 = too challenging, 5 = too easy) for preclinical students, subinterns, and interns were 2.70 (95% CI, 2.56‐2.84), 3.11 (95% CI, 2.97‐3.25), and 3.75 (95% CI, 3.35‐4.15), respectively. Conclusion Subinternship may represent the optimal timing for entry‐level skills simulation training. The proposed curriculum shows utility for clinical levels ranging from medical students to postgraduate year 1 resident levels, with large effect sizes for all tested groups.