(854) Impact of a Daily Short Quiz on Otolaryngology Resident Perceived Knowledge and Confidence

Introduction: Frequent low-stakes assessments have demonstrated promise in surgical education, but limited data exists within otolaryngology. Daily micro-quizzing may offer a convenient, high-yield strategy to reinforce concepts while providing insight into learners’ perceived preparedness.

Methods: This prospective study was conducted in a single ACGME-accredited Otolaryngology residency program. Residents received a daily 2-3 item multiple-choice quiz delivered electronically during weekdays for one month, targeting high-yield topics in otology-neurotology and included brief explanations for immediate feedback. Perceived knowledge, confidence, and ability to self-identify strengths and educational gaps were assessed using pre-intervention and post-intervention surveys. Primary outcomes included changes in perceived knowledge and confidence with material. Secondary outcomes included resident-identified educational gaps, quiz engagement, and correlation between subjective and objective performance. Accuracy of responses were analyzed descriptively to identify objective areas of strength and weakness.

Results: Using a Wilcoxon Paired Test comparing pre- and post-survey responses, residents had significantly increased knowledge about the common causes of hearing loss (p = 0.028). Residents also noted that the daily quizzes were helpful by reintroducing important otological concepts through frequent assessments.

Conclusions: Daily micro-assessments in otology-neurotology increased both perceived knowledge and confidence of otolaryngology residents, especially in the common causes of hearing loss. This presents a low-burden, practical to reinforce learning and enhance insight into competency gaps in surgical education.