V Vielsmeier1, C Bohr2, N Müller2. 1. Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland. veronika.vielsmeier@ukr.de. 2. Klinik und Poliklinik für Hals-Nasen-Ohrenheilkunde, Universitätsklinikum Regensburg, Franz-Josef-Strauß-Allee 11, 93053, Regensburg, Deutschland.
Abstract
BACKGROUND: A lack of practical courses and increasing numbers of students generate a requirement for innovative teaching methods. We have established a diagnostic course representing the essence of our discipline of otorhinolaryngology. OBJECTIVE: The main aim of the diagnostic course is compact presentation of the functional diagnostic methods in an otorhinolaryngology department as well as the practical and varied organization of the training block. MATERIALS AND METHODS: The first day of the five-day training block includes a "mirror course", in which students learn how to perform an ENT mirror examination. After rotation in the wards, the outpatient department, and the operating rooms, the diagnostic course is completed on day 5, in which four different stations comprising practical ENT diagnostic exercises are passed through. RESULTS: The evaluation of the practical training block showed a significant improvement after introduction of the diagnostic course: in the 2019 summer semester, 38% of n = 105 had grade 1.4. Personal feedback and requests for clinical traineeships also underlined this positive assessment. CONCLUSION: The advantages of our diagnostic course are the opportunity to apply practical skills and the small group sizes (maximum five students). The discipline of otorhinolaryngology and its varied character could be optimally presented in this manner. Disadvantageous are the high personnel and logistic requirements, which should, however, be met during university teaching.
BACKGROUND: A lack of practical courses and increasing numbers of students generate a requirement for innovative teaching methods. We have established a diagnostic course representing the essence of our discipline of otorhinolaryngology. OBJECTIVE: The main aim of the diagnostic course is compact presentation of the functional diagnostic methods in an otorhinolaryngology department as well as the practical and varied organization of the training block. MATERIALS AND METHODS: The first day of the five-day training block includes a "mirror course", in which students learn how to perform an ENT mirror examination. After rotation in the wards, the outpatient department, and the operating rooms, the diagnostic course is completed on day 5, in which four different stations comprising practical ENT diagnostic exercises are passed through. RESULTS: The evaluation of the practical training block showed a significant improvement after introduction of the diagnostic course: in the 2019 summer semester, 38% of n = 105 had grade 1.4. Personal feedback and requests for clinical traineeships also underlined this positive assessment. CONCLUSION: The advantages of our diagnostic course are the opportunity to apply practical skills and the small group sizes (maximum five students). The discipline of otorhinolaryngology and its varied character could be optimally presented in this manner. Disadvantageous are the high personnel and logistic requirements, which should, however, be met during university teaching.
Entities:
Keywords:
Diagnostics; Evaluation; Medical education; Number of students; Senses