Jacob E Kuperstock1, Michal Horný2,3,4, Michael P Platt1. 1. Department of Otolaryngology-Head and Neck Surgery, Boston University School of Medicine, Boston, Massachusetts, U.S.A. 2. Department of Health Law, Policy, and Management, Boston University School of Public Health, Boston, Massachusetts, U.S.A. 3. Department of Radiology and Imaging Sciences, Emory University School of Medicine, Atlanta, Georgia, U.S.A. 4. Department of Health Policy and Management, Emory University Rollins School of Public Health, Atlanta, Georgia, U.S.A.
Abstract
OBJECTIVE: Otolaryngology residents face time-management challenges between clinical duties and self-directed learning. Mobile devices provide a new medium for education that could aid with educational efficiency. The objective of this study was to investigate whether spaced repetition mobile app use of an otolaryngology question bank was associated with improving factual knowledge as measured by in-service exam performance. METHODS: For approximately 6 months prior to the 2016 in-service examination, 12 otolaryngology residents at a single institution were provided access to a spaced-repetition app with a preloaded licensed otolaryngology review question bank. The number of questions answered, as well as the time spent on the app, were electronically tracked. The associations of app usage on in-service results were analyzed using an autoregressive model adjusted for prior historical Otolaryngology Trainee Examination performance and postgraduate year. RESULTS: Eleven residents used the mobile app and were included in the analysis for an average of 304 minutes (range: 3 to 1,020) and reviewed on average 679 questions (range: 6 to 1,934). Controlling for residency year and prior performance, app usage was associated with an improvement by 2.92 percentage points (pp) (95% confidence interval [CI]: 0.14, 5.70) on overall in-service score. Allergy and pediatric subsection scores improved by 11.3 pp (95% CI: 3.8, 18.8) and 15.2 pp. (95% CI: 8.9, 21.5), respectively. Increased app use was associated with a score improvement by 0.008 pp per minute of use (95% CI: 0.004, 0.012). CONCLUSION: Use of mobile spaced-repetition technology can aid resident factual knowledge retention measured by improved in-service exam performance. LEVEL OF EVIDENCE: 4 Laryngoscope, 129:E15-E20, 2019.
OBJECTIVE: Otolaryngology residents face time-management challenges between clinical duties and self-directed learning. Mobile devices provide a new medium for education that could aid with educational efficiency. The objective of this study was to investigate whether spaced repetition mobile app use of an otolaryngology question bank was associated with improving factual knowledge as measured by in-service exam performance. METHODS: For approximately 6 months prior to the 2016 in-service examination, 12 otolaryngology residents at a single institution were provided access to a spaced-repetition app with a preloaded licensed otolaryngology review question bank. The number of questions answered, as well as the time spent on the app, were electronically tracked. The associations of app usage on in-service results were analyzed using an autoregressive model adjusted for prior historical Otolaryngology Trainee Examination performance and postgraduate year. RESULTS: Eleven residents used the mobile app and were included in the analysis for an average of 304 minutes (range: 3 to 1,020) and reviewed on average 679 questions (range: 6 to 1,934). Controlling for residency year and prior performance, app usage was associated with an improvement by 2.92 percentage points (pp) (95% confidence interval [CI]: 0.14, 5.70) on overall in-service score. Allergy and pediatric subsection scores improved by 11.3 pp (95% CI: 3.8, 18.8) and 15.2 pp. (95% CI: 8.9, 21.5), respectively. Increased app use was associated with a score improvement by 0.008 pp per minute of use (95% CI: 0.004, 0.012). CONCLUSION: Use of mobile spaced-repetition technology can aid resident factual knowledge retention measured by improved in-service exam performance. LEVEL OF EVIDENCE: 4 Laryngoscope, 129:E15-E20, 2019.
Authors: Caroline Henry; David E Morris; Sophie Coleman; Andrea Pereira; Christian Tamakloe; Peter Blanchfield; Don Sharkey Journal: BMJ Paediatr Open Date: 2020-05-06