Date

2-13-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Hoiwah Benny Fong

Keywords

Gamification, resident work hour restrictions, practice-based learning, competency-based education, graduate medical education, constructivism

Disciplines

Education | Medicine and Health Sciences

Abstract

Graduate medical education now places a greater emphasis on learning efficiency and effectiveness. The increased use of advanced technology for modern learners and resident work hour restrictions have played a central role. An otolaryngology core curriculum has recently been introduced for use by otolaryngology training programs. The sample population is composed for otolaryngology residents from four otolaryngology residency programs. Data will be collected for each participant via anonymous review from each program. This paper examines the impact of the otolaryngology core curriculum and its use of advanced technology on resident learning as measured by learner satisfaction scores (Educational Practices Questionnaire – Curriculum), training exam scores (OTE score), and skills acquisition as measured by core competency scores (resident core competency score). The study discussed the new curriculum in relation to constructivist learning theory and gamification. The study utilized MANOVA analysis to examine if the core curriculum has a positive impact on the three dependent variables. This study showed that the new core curriculum and its use of advanced technology led to more efficient and effective learning and skills acquisition. Results of the study showed the new otolaryngology core curriculum improved resident learner satisfaction and resident performance. Future studies should focus on a larger group of participants across all otolaryngology residency training programs.

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