Lifelong learning in otolaryngology: from GME to MOC
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
Philadelphia [u.a.]
Saunders
2007
|
| Series: | Otolaryngologic clinics of North America
40,6 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XIV S., S. 1191 - 1362 Ill., graph. Darst. |
| ISBN: | 1416053220 9781416053224 |
Staff View
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| adam_text | LIFELONG LEARNING IN OTOLARYNGOLOGY: FROM GME TO MOC
CONTENTS
Preface xiii
Matthew W. Ryan and Francis B. Quinn, Jr
Advancing Otolaryngology Education in the New Millennium 1191
Matthew W. Ryan and Francis B. Quinn, Jr
Just as the practice of otolaryngology has changed over the years,
so too the educational enterprise that supports the growth and
development of the field continues to evolve. Changes in
otolaryngology education have been driven by multiple internal
and external factors. These changes need to be understood, and a
proactive, cooperative approach by the members of this specialty is
required to help shape the future in a way that will ultimately
benefit both patients and the specialty itself. Rapid growth in the
clinical sciences, accelerating technologic developments, and
expanding quality improvement initiatives mandate that modern
otolaryngologist-head and neck surgeons actively engage in
continuing education. As described in many of the articles in this
issue of the Otolaryngologic Clinics of North America, the resident in
otolaryngology is graduating into a career of lifelong learning.
Otolaryngology Residency Training: Resurgence
of the Specialty 1195
Karen H. Calhoun, William E. Davis, and Jerry W. Templer
Five decades ago, otolaryngology dealt primarily with infectious
diseases of the head and neck. The quality of otolaryngology
residency training programs was inconsistent and mostly deter¬
mined by the institution and local faculty. The specialty flourished
by developing new expertise in all facets of head and neck
medicine and surgery through the leadership of outstanding
clinicians and scientists in private practice and universities.
Otolaryngology programs subsequently grew from weak divisions
within a department of surgery with few faculty members to
departments of otolaryngology with full-time, mostly fellowship-
trained faculty. Teaching shifted from resident-to-resident to
faculty teaching. Organized medicine encouraged systematic
quality improvement and periodic review of programs for
accreditation. Residencies were also bolstered through Medicare,
Medicaid, and Veterans Administration hospitals, which provided
funds for growth but limited flexibility of the faculty schedules.
The American Academy of Otolaryngology/Head and Neck
Surgery shouldered an enormous load of teaching and maintaining
unity of the specialty from its birth to the present.
Interactive Instruction in Otolaryngology Resident Education 1203
John M. Schweinfurth
Today s academic faculty was typically trained under an education
system based entirely on didactic lectures. However, if the aim is to
teach thinking or change attitudes beyond the simple transmission
of factual knowledge, then lectures alone, without active involve¬
ment of the students, are not the most effective method of teaching.
If the goals of teaching are to arouse and keep students interest,
give facts and details, to make students think critically about the
subject, and to prepare for independent studies by demonstration
of problem solving and professional reasoning, then only two of
these purposes are suited to didactic lectures. The problem then is
how to organize lecture material so that individual student s
learning needs are better addressed. The education literature
suggests that instruction include a variety of activities designed to
stimulate individual thought. These activities include small group
discussion, working problems during lecture time, questions
included in the lecture, and quizzes at the end of lecture, among
others. The current study was undertaken to examine the feasibility
of using these types of interactive learning techniques in an
otolaryngology residency program. Possibilities considered in the
current study include standard interactive lecturing, facilitated
discussion, brainstorming, small group activities, problem solving,
competitive large group exercises, and the use of illustrative cliff
hanger and incident cases. The feasibility of these methodologies
being effectively incorporated into a residency curriculum is
discussed.
Competency-Based Resident Education 1215
Bradley F. Marple
Over the course of the last decade fundamental changes have
occurred in residency training. The basis of these changes has been
rooted in the desire to simultaneously improve the quality of the
learning experience while decreasing the demands of training on
resident lifestyle. The ACGME Outcomes Project was initiated in
1999 with the intent of facilitating such change in medical
education. Before its introduction, assessment of residency training
sites focused on the processes, resources, and reputation of an
individual program, but failed to assess how effectively a program
used those assets. The stated goal of the ACGME Outcomes Project
has been to drive an evolution of this process-oriented form of
education to one that is based on outcomes that measure the effect
of the educational experience. This article is a brief overview of
current efforts to achieve this goal.
The Evolution of Surgical Training: Perspectives on
Educational Models from the Past to the Future 1227
Christine B. Franzese and Scott P. Stringer
Surgical education and training have progressed through the
centuries, with the most commonly used model being the
apprentice model. With advances in medical knowledge and
practice, the apprentice model has evolved and competing models
have arisen. However, the apprentice model remains the gold
standard today, but for future use, further evolutionary changes
will need to be made to the apprentice model if it is to continue to
remain an effective education paradigm.
Assessment of Surgical Competency 1237
Terance T. Tsue, James W. Dugan, and Brian Burkey
Technical skill is only one component of overall surgical
competency, but it has been one of the most difficult to measure.
Assessment methods are currently subjective and unreliable, and
include techniques such as operative logs, end-of-rotation global
assessments, and direct observation without criteria. Newer
objective methods of technical skill assessment are being developed
and undergoing rigorous validation, including methods such as
direct observation with criteria, final product analysis, and hand-
motion analysis. Following the example set in other fields in which
high-stakes assessment is paramount, such as in aviation, virtual
reality simulators have been introduced to surgical competency
assessment and training. Significant work remains to integrate
these assessments into both training programs and practice and to
demonstrate a resultant improvement in surgical outcome.
Teaching Evidence-Based Medicine in Otolaryngology 1261
Jeffrey C. Liu and Michael G. Stewart
Learning to apply the ever-expanding volume of clinical literature
to patient care is critical for the next generation of physicians. This
evidence-based medicine (EBM) offers much to improve patient
care and outcomes, but should enhance rather than restrict the
practice of medicine. Although the barriers to the adoption and
teaching of EBM lie on many fronts, including institutional and
staff limitations, many examples of structured didactics—from
journal club to professor rounds—have been reported with good
success. Published reviews and online evidence-based guidelines
offer excellent synthesis of complex topics as a catalyst for
understanding the clinical literature. Beyond academics, this
article, in its discussion of what EBM is and how to practice it,
presents information of value to practicing clinicians.
Internet Platforms for Lifelong Learning: A Continuum
of Opportunity 1275
Susan E. Sedory Holzer and Phillip Kokemueller
Access to knowledge through the Internet has spawned a world of
online learning, stimulating a new passion for lifelong learning in
academia, professional environments, the workplace, and at home.
This article takes a fresh look at the wide spectrum of opportunities
for online medical education for physicians. We first explore a
continuum of e-learning models and then look at the range of
platforms used to support these systems. We will also look forward
to the options likely to change e-learning in the near future and
improve physician performance and patient outcomes.
Developing the Next Generation of
Otolaryngologist-Researchers 1295
Shawn D. Newlands and Daniel A. Sklare
The lifeblood of any specialty is innovation and discovery. It is
important for the field of otolaryngology and its patients that we
identify, recruit, train, and develop the next generation of
researchers in otolaryngology. This article describes programs
and resources currently available to otolaryngologists in training
and early in their career for their development as clinician-
scientists. We describe the background of the current generation
of National Institutes of Health-funded otolaryngologists and
discern where the next generation might come from. Special
attention is given to the National Institute on Deafness and Other
Communication Disorders, which focuses on supporting research
and research training in hearing, balance, smell, taste, voice,
speech, and language, and to programs aimed at the development
of clinician-scientists.
Fellowship Training in Otolaryngology—Head
and Neck Surgery 1311
Matthew W. Ryan and Felicia Johnson
Fellowship training in otolaryngology-head and neck surgery is a
relatively new phenomenon that reflects the increasing complexity
of clinical medicine. Despite an expansion of fellowship oppor¬
tunities over the last three decades, there is still incomplete
regulation and standardization of fellowship training. Approxi¬
mately one third of residency graduates obtain some form of
fellowship training. This article describes the fellowship opport¬
unities that are currently available within the field of otolaryngology.
Fellowship training serves as an avenue to gain further credentials
and certification, although only the fields of neurotology, pediatric
otolaryngology, and sleep medicine are accredited by the ACGME.
Lifelong Learning in Otolaryngology: Self-Directed Learning 1323
John M. Schweinfurth
Although nothing in didactic form approaches the learning
experience of the real world, the educational process up to
graduation is based on a teacher-directed model of learning.
Active engagement in self-planned learning activities tends to be
more effective than passive learning. Lifelong learning involves
finding and implementing solutions to everyday problems
encountered in the clinic, emergency room, and operating room
and on the wards. The process by which much of this education
occurs is via self-directed learning, in which learners challenge
themselves to pursue activities that arise from their own
experiences using their own emerging styles. The acquisition of
self-directed learning is a complex process that involves numerous
skills and competencies relied upon to complete challenges.
Trends and Developments in Continuing Medical Education 1331
Phillip Kokemueller and J. David Osguthorpe
Continuing education is vital for otolaryngologists to maintain and
build on their knowledge base and skill sets. This article discusses
the history of continuing medical education (CME) and describes
the significant changes in CME that are currently underway. The
development of CME has generally lagged behind other improve¬
ments in medical education. After a gradual evolution, however,
CME is now incorporating many of the principles that are driving
undergraduate and graduate medical education—namely, adult
learning theory and technology-intensive applications. As attention
is focused on maintaining physician competency and eliminating
medical errors, CME is becoming more highly regulated, and CME
providers are being held to higher standards. The future will see an
increased emphasis on the effect of CME activities on altering
physician behavior and improving patient outcomes.
Certification and Maintenance of Certification in
Otolaryngology-Head and Neck Surgery 1347
Robert H. Miller
The American Board of Otolaryngology is the organization
responsible for certifying physicians who have met the Board s
professional standards of training and knowledge in otolaryngol-
ogy-head and neck surgery. The American Board of Otolaryngol¬
ogy monitors the progress of residents through training and
conducts examinations for board certification. Quality of care
initiatives throughout medicine have stimulated the Board to
develop a maintenance of certification process with a 10-year, time-
limited certification. Maintaining certification requires participa¬
tion in the Board s process, which includes evaluation of
professional standing, continuing education and self-assessment,
cognitive expertise, and performance in practice. The ultimate goal
of the American Board of Otolaryngology s activities is improved
patient care.
Index 1359
|
| adam_txt |
LIFELONG LEARNING IN OTOLARYNGOLOGY: FROM GME TO MOC
CONTENTS
Preface xiii
Matthew W. Ryan and Francis B. Quinn, Jr
Advancing Otolaryngology Education in the New Millennium 1191
Matthew W. Ryan and Francis B. Quinn, Jr
Just as the practice of otolaryngology has changed over the years,
so too the educational enterprise that supports the growth and
development of the field continues to evolve. Changes in
otolaryngology education have been driven by multiple internal
and external factors. These changes need to be understood, and a
proactive, cooperative approach by the members of this specialty is
required to help shape the future in a way that will ultimately
benefit both patients and the specialty itself. Rapid growth in the
clinical sciences, accelerating technologic developments, and
expanding quality improvement initiatives mandate that modern
otolaryngologist-head and neck surgeons actively engage in
continuing education. As described in many of the articles in this
issue of the Otolaryngologic Clinics of North America, the resident in
otolaryngology is graduating into a career of lifelong learning.
Otolaryngology Residency Training: Resurgence
of the Specialty 1195
Karen H. Calhoun, William E. Davis, and Jerry W. Templer
Five decades ago, otolaryngology dealt primarily with infectious
diseases of the head and neck. The quality of otolaryngology
residency training programs was inconsistent and mostly deter¬
mined by the institution and local faculty. The specialty flourished
by developing new expertise in all facets of head and neck
medicine and surgery through the leadership of outstanding
clinicians and scientists in private practice and universities.
Otolaryngology programs subsequently grew from weak divisions
within a department of surgery with few faculty members to
departments of otolaryngology with full-time, mostly fellowship-
trained faculty. Teaching shifted from resident-to-resident to
faculty teaching. Organized medicine encouraged systematic
quality improvement and periodic review of programs for
accreditation. Residencies were also bolstered through Medicare,
Medicaid, and Veterans Administration hospitals, which provided
funds for growth but limited flexibility of the faculty schedules.
The American Academy of Otolaryngology/Head and Neck
Surgery shouldered an enormous load of teaching and maintaining
unity of the specialty from its birth to the present.
Interactive Instruction in Otolaryngology Resident Education 1203
John M. Schweinfurth
Today's academic faculty was typically trained under an education
system based entirely on didactic lectures. However, if the aim is to
teach thinking or change attitudes beyond the simple transmission
of factual knowledge, then lectures alone, without active involve¬
ment of the students, are not the most effective method of teaching.
If the goals of teaching are to arouse and keep students' interest,
give facts and details, to make students think critically about the
subject, and to prepare for independent studies by demonstration
of problem solving and professional reasoning, then only two of
these purposes are suited to didactic lectures. The problem then is
how to organize lecture material so that individual student's
learning needs are better addressed. The education literature
suggests that instruction include a variety of activities designed to
stimulate individual thought. These activities include small group
discussion, working problems during lecture time, questions
included in the lecture, and quizzes at the end of lecture, among
others. The current study was undertaken to examine the feasibility
of using these types of interactive learning techniques in an
otolaryngology residency program. Possibilities considered in the
current study include standard interactive lecturing, facilitated
discussion, brainstorming, small group activities, problem solving,
competitive large group exercises, and the use of illustrative cliff
hanger and incident cases. The feasibility of these methodologies
being effectively incorporated into a residency curriculum is
discussed.
Competency-Based Resident Education 1215
Bradley F. Marple
Over the course of the last decade fundamental changes have
occurred in residency training. The basis of these changes has been
rooted in the desire to simultaneously improve the quality of the
learning experience while decreasing the demands of training on
resident lifestyle. The ACGME Outcomes Project was initiated in
1999 with the intent of facilitating such change in medical
education. Before its introduction, assessment of residency training
sites focused on the processes, resources, and reputation of an
individual program, but failed to assess how effectively a program
used those assets. The stated goal of the ACGME Outcomes Project
has been to drive an evolution of this process-oriented form of
education to one that is based on outcomes that measure the effect
of the educational experience. This article is a brief overview of
current efforts to achieve this goal.
The Evolution of Surgical Training: Perspectives on
Educational Models from the Past to the Future 1227
Christine B. Franzese and Scott P. Stringer
Surgical education and training have progressed through the
centuries, with the most commonly used model being the
apprentice model. With advances in medical knowledge and
practice, the apprentice model has evolved and competing models
have arisen. However, the apprentice model remains the gold
standard today, but for future use, further evolutionary changes
will need to be made to the apprentice model if it is to continue to
remain an effective education paradigm.
Assessment of Surgical Competency 1237
Terance T. Tsue, James W. Dugan, and Brian Burkey
Technical skill is only one component of overall surgical
competency, but it has been one of the most difficult to measure.
Assessment methods are currently subjective and unreliable, and
include techniques such as operative logs, end-of-rotation global
assessments, and direct observation without criteria. Newer
objective methods of technical skill assessment are being developed
and undergoing rigorous validation, including methods such as
direct observation with criteria, final product analysis, and hand-
motion analysis. Following the example set in other fields in which
high-stakes assessment is paramount, such as in aviation, virtual
reality simulators have been introduced to surgical competency
assessment and training. Significant work remains to integrate
these assessments into both training programs and practice and to
demonstrate a resultant improvement in surgical outcome.
Teaching Evidence-Based Medicine in Otolaryngology 1261
Jeffrey C. Liu and Michael G. Stewart
Learning to apply the ever-expanding volume of clinical literature
to patient care is critical for the next generation of physicians. This
evidence-based medicine (EBM) offers much to improve patient
care and outcomes, but should enhance rather than restrict the
practice of medicine. Although the barriers to the adoption and
teaching of EBM lie on many fronts, including institutional and
staff limitations, many examples of structured didactics—from
journal club to professor rounds—have been reported with good
success. Published reviews and online evidence-based guidelines
offer excellent synthesis of complex topics as a catalyst for
understanding the clinical literature. Beyond academics, this
article, in its discussion of what EBM is and how to practice it,
presents information of value to practicing clinicians.
Internet Platforms for Lifelong Learning: A Continuum
of Opportunity 1275
Susan E. Sedory Holzer and Phillip Kokemueller
Access to knowledge through the Internet has spawned a world of
online learning, stimulating a new passion for lifelong learning in
academia, professional environments, the workplace, and at home.
This article takes a fresh look at the wide spectrum of opportunities
for online medical education for physicians. We first explore a
continuum of "e-learning" models and then look at the range of
platforms used to support these systems. We will also look forward
to the options likely to change e-learning in the near future and
improve physician performance and patient outcomes.
Developing the Next Generation of
Otolaryngologist-Researchers 1295
Shawn D. Newlands and Daniel A. Sklare
The lifeblood of any specialty is innovation and discovery. It is
important for the field of otolaryngology and its patients that we
identify, recruit, train, and develop the next generation of
researchers in otolaryngology. This article describes programs
and resources currently available to otolaryngologists in training
and early in their career for their development as clinician-
scientists. We describe the background of the current generation
of National Institutes of Health-funded otolaryngologists and
discern where the next generation might come from. Special
attention is given to the National Institute on Deafness and Other
Communication Disorders, which focuses on supporting research
and research training in hearing, balance, smell, taste, voice,
speech, and language, and to programs aimed at the development
of clinician-scientists.
Fellowship Training in Otolaryngology—Head
and Neck Surgery 1311
Matthew W. Ryan and Felicia Johnson
Fellowship training in otolaryngology-head and neck surgery is a
relatively new phenomenon that reflects the increasing complexity
of clinical medicine. Despite an expansion of fellowship oppor¬
tunities over the last three decades, there is still incomplete
regulation and standardization of fellowship training. Approxi¬
mately one third of residency graduates obtain some form of
fellowship training. This article describes the fellowship opport¬
unities that are currently available within the field of otolaryngology.
Fellowship training serves as an avenue to gain further credentials
and certification, although only the fields of neurotology, pediatric
otolaryngology, and sleep medicine are accredited by the ACGME.
Lifelong Learning in Otolaryngology: Self-Directed Learning 1323
John M. Schweinfurth
Although nothing in didactic form approaches the learning
experience of the real world, the educational process up to
graduation is based on a teacher-directed model of learning.
Active engagement in self-planned learning activities tends to be
more effective than passive learning. Lifelong learning involves
finding and implementing solutions to everyday problems
encountered in the clinic, emergency room, and operating room
and on the wards. The process by which much of this education
occurs is via self-directed learning, in which learners challenge
themselves to pursue activities that arise from their own
experiences using their own emerging styles. The acquisition of
self-directed learning is a complex process that involves numerous
skills and competencies relied upon to complete challenges.
Trends and Developments in Continuing Medical Education 1331
Phillip Kokemueller and J. David Osguthorpe
Continuing education is vital for otolaryngologists to maintain and
build on their knowledge base and skill sets. This article discusses
the history of continuing medical education (CME) and describes
the significant changes in CME that are currently underway. The
development of CME has generally lagged behind other improve¬
ments in medical education. After a gradual evolution, however,
CME is now incorporating many of the principles that are driving
undergraduate and graduate medical education—namely, adult
learning theory and technology-intensive applications. As attention
is focused on maintaining physician competency and eliminating
medical errors, CME is becoming more highly regulated, and CME
providers are being held to higher standards. The future will see an
increased emphasis on the effect of CME activities on altering
physician behavior and improving patient outcomes.
Certification and Maintenance of Certification in
Otolaryngology-Head and Neck Surgery 1347
Robert H. Miller
The American Board of Otolaryngology is the organization
responsible for certifying physicians who have met the Board's
professional standards of training and knowledge in otolaryngol-
ogy-head and neck surgery. The American Board of Otolaryngol¬
ogy monitors the progress of residents through training and
conducts examinations for board certification. Quality of care
initiatives throughout medicine have stimulated the Board to
develop a maintenance of certification process with a 10-year, time-
limited certification. Maintaining certification requires participa¬
tion in the Board's process, which includes evaluation of
professional standing, continuing education and self-assessment,
cognitive expertise, and performance in practice. The ultimate goal
of the American Board of Otolaryngology's activities is improved
patient care.
Index 1359 |
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| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV023354787 |
| illustrated | Illustrated |
| index_date | 2024-07-02T21:06:35Z |
| indexdate | 2024-07-09T21:16:41Z |
| institution | BVB |
| isbn | 1416053220 9781416053224 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016538345 |
| oclc_num | 185027714 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM |
| owner_facet | DE-19 DE-BY-UBM |
| physical | XIV S., S. 1191 - 1362 Ill., graph. Darst. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Saunders |
| record_format | marc |
| series | Otolaryngologic clinics of North America |
| series2 | Otolaryngologic clinics of North America |
| spelling | Lifelong learning in otolaryngology from GME to MOC guest ed. Matthew W. Ryan ... Philadelphia [u.a.] Saunders 2007 XIV S., S. 1191 - 1362 Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Otolaryngologic clinics of North America 40,6 Keel- neus- en oorheelkunde gtt Scholing gtt Erziehung Otolaryngologists Education United States Otolaryngology education Otolaryngology United States Otologic Surgical Procedures education USA Ryan, Matthew W. 1970- Sonstige (DE-588)142647128 oth Otolaryngologic clinics of North America 40,6 (DE-604)BV000003387 40,6 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016538345&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lifelong learning in otolaryngology from GME to MOC Otolaryngologic clinics of North America Keel- neus- en oorheelkunde gtt Scholing gtt Erziehung Otolaryngologists Education United States Otolaryngology education Otolaryngology United States Otologic Surgical Procedures education |
| title | Lifelong learning in otolaryngology from GME to MOC |
| title_auth | Lifelong learning in otolaryngology from GME to MOC |
| title_exact_search | Lifelong learning in otolaryngology from GME to MOC |
| title_exact_search_txtP | Lifelong learning in otolaryngology from GME to MOC |
| title_full | Lifelong learning in otolaryngology from GME to MOC guest ed. Matthew W. Ryan ... |
| title_fullStr | Lifelong learning in otolaryngology from GME to MOC guest ed. Matthew W. Ryan ... |
| title_full_unstemmed | Lifelong learning in otolaryngology from GME to MOC guest ed. Matthew W. Ryan ... |
| title_short | Lifelong learning in otolaryngology |
| title_sort | lifelong learning in otolaryngology from gme to moc |
| title_sub | from GME to MOC |
| topic | Keel- neus- en oorheelkunde gtt Scholing gtt Erziehung Otolaryngologists Education United States Otolaryngology education Otolaryngology United States Otologic Surgical Procedures education |
| topic_facet | Keel- neus- en oorheelkunde Scholing Erziehung Otolaryngologists Education United States Otolaryngology education Otolaryngology United States Otologic Surgical Procedures education USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016538345&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV000003387 |
| work_keys_str_mv | AT ryanmattheww lifelonglearninginotolaryngologyfromgmetomoc |