A learner-centered educational curriculum improves resident performance on the otolaryngology training examination

Area of Science:

• Medical Education
• Surgical Training
• Otolaryngology-Head and Neck Surgery

Background:

• The Otolaryngology Training Examination (OTE) is a critical assessment for residents.
• Traditional curricula may not fully optimize resident performance on high-stakes examinations.
• A learner-centered approach was proposed to enhance resident preparedness.

Purpose of the Study:

• To evaluate the impact of a learner-centered educational curriculum on Johns Hopkins otolaryngology-head and neck surgery residents' OTE scores.
• To determine if resident involvement in curriculum design and delivery improves examination performance.

Main Methods:

• Prospective longitudinal study design.
• Implementation of a resident-designed, faculty-led weekly educational curriculum focusing on high-yield OTE topics starting in 2008.
• Analysis of OTE scores from 2002 to 2012 to assess changes post-curriculum implementation.

Main Results:

• Significant improvement in OTE scores observed after curriculum interventions.
• A 0.69 increase in national and 0.78 in group stanine scores (P=.01) occurred from 2009-2011.
• A further significant increment of 1.36 nationally and 1.58 in group stanine scores (P=.001) was noted after 2011.

Conclusions:

• The learner-centered educational curriculum led to significant improvements in resident OTE stanine scores.
• Trainee engagement in planning and implementing educational curricula enhances academic performance.
• This model offers a valuable strategy for improving surgical resident education and examination outcomes.