Table 1 OHNS boot camps publications
Study | Camp setting | Camp format | Outcomes assessed | Result |
|---|---|---|---|---|
Malekzadeh et al. (2011)[87] | Georgetown University, USA | Cross-sectional study, one-day camp Six technical skills stations, telephone inquiry triage, and two complex airway scenarios | Confidence gained Perceived knowledge Technical skills Clinical performance measured immediately and at 6 months | Course was successful in improving immediate: knowledge, technical skills, and confidence up to 6 months post-course |
Amin et al. (2013)[82] | New York University, USA | Prospective cohort study (6 months) Didactic lectures, cadaveric dissection, and simulations | Airway competencies using objective validated educational tools | Significant improvement in MCQ scores and faculty-based assessment of performance Hands on training most effective component |
Zapanta et al. (2013)[94] | Georgetown University, USA & Western University, CAN | Qualitative phenomenological study Cross-sectional study, one-day camp | Resident learner experience | Residents’ goals are to increase knowledge Previous experience performing tasks and realism in camp scenarios influenced learning Developing teamwork/leadership valued Participants learn primarily through synthesis and application of knowledge |
Chin et al. (2014)[15] | Western University, CAN | Cross-sectional study, one-day camp Seven technical skills stations, two high fidelity emergency scenarios, interactive panel discussion of 16 cases | Feasibility of course Perceived effectiveness of course relative to learning styles of residents | Majority of learning styles preferred active experimentation Residents highly value: variety, realism of simulation, and realism of task simulators 93% would recommend the program to their juniors |
Georgetown University, USA | Cross-sectional study, one-day camp Fundamental skills stations, special skills stations, two simulation scenarios, and interactive panel discussion | “How-to guide.” | Boot camps utilizing inter-institutional participants and faculty are effective | |
Bunting et al. (2015)[83] | Georgetown University, USA | Cross-sectional study, one-day camp | Realism and utility of novel PTA simulator | Participants believe PTA simulation is an effective teaching toll that would be useful for increasing competency before their first PTA drainage |
Smith et al. (2015)[91] | Luton and Dunstable Hospital, Luton, UK & University of Cambridge, UK | Single-blinded, prospective RCT Cross-sectional study, one-day camp | Trainee’s perception of training and impact on performance Is a simulation-based OHNS emergencies camp superior to traditional lecture-based learning? | Participants in the simulation group rated training as “highly thought of,” and were more likely to recommend the teaching to a colleague versus those in the standard group A hybrid of lectures and simulation more effective for teaching OHNS emergency management than traditional lecture-based training |
Scott et al. (2016)[90] | Western University, CAN | Cross-sectional study, one-day camp | Realism and utility a novel high-fidelity PTA simulator | Nearly 95% of participants were in strong agreement that objectives were met, and faculty members were effective for teaching 81% of participants agreed that the models were realistic and high quality 95% of OHNS faculty agreed the novel PTA simulator was representative of real life |
Chin et al. (2016)[16] | Western University, CAN | Cross-sectional study, one-day camp | “How to guide.” Confidence performing routine OHNS emergency procedures, communication, teamwork, and stress handling skills before and after camp | Before camp participants had the most experience and confidence in intubation and bag mask ventilation and were least confident in managing retro-orbital hematomas After camp, there was a statistically significant increase in trainee confidence in 6 of the 10 procedures and confidence for triaging OHNS calls |
Smith et al. (2016)[92] | University of Cambridge, UK | Cross-sectional study, one-day camp Focused lectures, practical skills training, emergency scenario simulation, and small group sessions | Feasibility of course for junior OHNS residents Knowledge of OHNS emergencies and perception of educational experience before and after camp | Statistically significant improvement on MCQ exam post-course 100% of trainees scored the boot camp as “highly thought of”. 84% of trainees would strongly recommend course 100% of trainees reported improvement in confidence performing OHNS exams and dealing with OHNS emergencies |
Kiffel et al. (2017)[89] | Albert Einstein College of Medicine, New York, USA | Prospective cohort study, four-week curriculum 24 sessions divided into three categories: simulation, technical skills development, and didactic teaching | No outcomes were assessed | No results or conclusions were reported |
Swords et al. (2017)[93] | Addenbrooke's Hospital, UK | Cross-sectional study, one-day camp Prospective, single-blinded design was used Focused lectures, small group sessions, practical skills training, and emergency scenario simulation | Acquisition of OHNS emergency skills | Immediate improvement in participant confidence that was maintained two to four months post course Blind assessment of performance during simulation sessions showed significant improvements across four key areas: diagnosis, systematic approach, airway breathing and circulation assessment, and ongoing management |
Fuller et al. (2019)[85] | Hospital Un Canto a la Vida, Quito, EC | Three-day teaching course Prospective cohort study | Knowledge and skills in each of the targeted subject areas before and after the course The quality of each portion of the module Feedback on portions of the course that were enjoyable and those that were not | A statically significant increase in testing performance across nearly all testing modalities in each subject with the exception of the practical facial nerve exam and the written microtia exam Resident feedback was measured on a Likert scale from 0 (very poor) to 10 (excellent). Feedback was positive with average scores for each component of the module ranging from 8.9 to 9.8. Highest scores were given to simulation workshops |
Cervenka et al. (2020)[84] | University of California, Davis, Sacramento, USA | Cross-sectional study, one-day camp Data being reported is from the camp in August of 2016 and 2017 | Prior procedural experience of PGY-1 and PGY-2 residents Participant confidence before and after the camp Station efficacy | Trainees showed a statistically significant increase in confidence levels for all task trainer stations All stations had an efficacy Likert score average of 4 “very effective” or 5 “most effective.” Peritonsillar abscess, auricular hematoma, and lateral canthotomy stations had the greatest magnitude of change with 1.4, 1.7, and 1.6 units respectively |