Improving Ear Exams via a Focused Pathology-based Lecture

Abstract

Introduction: Medical professionals require a thorough understanding of the appearance of common ear pathologies. However, the otologic examination may not be effectively taught throughout medical school. We hypothesize that providers at all levels will benefit from a focused lecture on recognizing otopatholgies.

Methods: Medical students, residents, and attendings within Cooper University Hospital watched a lecture discussing common otopathologies. A pre- and post-test were given to and the results were compared using a paired t-test. A 1-month post-test was offered to assess for retention of knowledge.

Results: Across all participants, the mean pre-test score was 7.39 +/- 2.21 and mean post-test score was 11.30 +/- 2.52 (p<0.001). Among medical students, mean pre-test score was 7.22 +/- 1.93 and mean post-test score was 10.33 +/- 2.70 (p<0.001). Among residents, mean pre-test score was 6.96 +/- 2.07 and mean post test score was 11.96 +/- 2.39 (p<0.001). Among attending physicians, mean pre-test score was 10.75 +/- 1.50 and mean post-test score was 11.75 +/- 0.96 (p=0.092). A difference score was also calculated for each group using a one-way ANOVA. For medical students, the mean difference score was 3.11 +/- 2.93, for residents it was 5.00 +/- 2.09, and for attending physicians it was 1.00 +/- 0.82 (p=0.004).

Discussion: Based upon our results, a focused, pathology-based lecture was sufficient in increasing short-term ability to diagnose common otopathologies. Our intervention was more useful for medical students and residents. Perhaps the results for attending physicians were not statistically significant due to their higher baseline scores. Long-term retention results were inconclusive due to lack of follow-up. Further studies should evaluate the long-term efficacy, as it may have the ability to improve clinicians’ diagnostic skills.