(1112) Transitioning to the Otolaryngology Core Curriculum: An Otolaryngology Resident Survey of Perceived Knowledge and Confidence

Introduction: Optimizing didactic delivery is essential for balancing surgical resident education with increasing clinical demands, yet traditional monthly didactic formats may increase cognitive load and limit longitudinal reinforcement. This study evaluates the impact of transitioning to a higher-frequency weekly AAO-HNS Otolaryngology Core Curriculum (OCC)-aligned didactic schedule on residents’ perceived knowledge, confidence, and objective performance.

Methods: This cross-sectional study was conducted at Rush University Medical Center following implementation of didactics aligned to the OCC 2024–2026 Study Schedule. Residents who completed at least one academic year under this schedule were eligible. The intervention restructured the program’s prior monthly lecture schedule into weekly OCC-mapped sessions. In January 2026, residents completed a one-time anonymous electronic survey assessing curriculum acceptability. Outcomes included resident perceptions of curriculum acceptability, clinical reinforcement, knowledge retention, workload burden, and identification of learning gaps. Descriptive statistics summarized survey responses. Comparisons across training levels were performed using chi-square or Fisher’s exact tests.

Results: All residents (100%) preferred the weekly OCC-aligned format and supported its continuation. Residents across training years reported that the curriculum improved clinical reinforcement and knowledge retention, without increasing feelings of being overwhelmed. No significant differences were observed between training levels in perceptions of clinical reinforcement (p = 0.93), knowledge retention (p = 0.42), or workload burden (p = 0.64).

Conclusions: A weekly OCC-aligned didactic curriculum was feasible, well-accepted, and residents reported that the format supported knowledge development, confidence, and identification of learning gaps. Weekly OCC-based sessions may enhance longitudinal reinforcement and support more targeted residency education.