Effectiveness of a near-peer teaching model in an otolaryngology bootcamp for medical students: a pilot study

Abstract

<sec><title>Background:</title> Studies show that near-peer, simulation-based training can help develop technical skills. We sought to examine the effectiveness of near-peer instruction in otolaryngology emergencies by assessing student knowledge and procedural confidence before and after a 2-hour workshop. </sec><sec><title>Methods:</title> We designed a pilot study for an otolaryngology workshop led by a second-year resident and 2 third-year medical students. The workshop consisted of lectures for anatomy and procedural overview, followed by hands-on simulation stations. Participants completed pre- and post-workshop quizzes and surveys to assess confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy. </sec><sec><title>Results:</title> Sixteen medical students participated (mean age 25.8 yr). Median quiz scores increased significantly from 7 to 17 out of 21 after the workshop (<italic>p</italic> = 0.0005; median change 10, 95% confidence interval 6.0 to 11.5). Median self-reported confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy significantly improved from 2 to 3 (<italic>p</italic> = 0.003), 1 to 3 (<italic>p</italic> = 0.0009), and 1 to 3 (<italic>p</italic> = 0.001) out of 4, respectively. Among participants, the likelihood of attending this workshop again or recommending it to peers was high (median score 4/4). </sec><sec><title>Conclusion:</title> The workshop effectively improved knowledge and procedural confidence in epistaxis management, cricothyrotomy, and nasolaryngoscopy among medical students. It was well received, with high satisfaction scores, and feasible to coordinate. </sec>