(1111) Standardizing Procedural Readiness in Otolaryngology Through an Advanced Integration Curriculum

Introduction: Competency-based medical education is increasingly the standard across medical training, but the inclusion of structured assessment of procedural skill acquisition in such curricula remains limited. Stage-appropriate proficiency with common subspeciality procedures (e.g., flexible laryngoscopy) is an important marker of readiness in the evaluation of surgical advanced integration students, and variability in home-program curricula leads to inconsistent preparedness. We aimed to develop and implement a standardized, competency-based procedural curriculum for otolaryngology AI electives.

Methods: A standardized curriculum incorporating a competency checklist of otolaryngology-specific procedural skills was developed by otolaryngology faculty, residents, and medical students at an academic medical center. The curriculum outlined core procedures and clinical experiences that are accessible and appropriate for AI students. A competency-based framework integrating didactic instruction, simulation, hands-on practice, and supervised clinical application was used to support procedural skill acquisition. Students will use the developed document to guide their self-directed learning, enable attendings and residents to support students in achieving these goals, and provide real-time feedback.

Results: The multidisciplinary team identified 17 core skills and 12 advanced goals for AI students. Target procedural competencies include skills such as endoscopy and ultrasound. This program will use competency-based evaluations rather than summative grading, shifting the focus onto procedural consistency, safe technique, and clinical readiness. Medical students can have improved confidence entering ENT away rotations and internships, with more consistent baseline procedural skills.

Conclusions: Implementing a standard procedural curriculum addresses inequities in ENT advanced-integration electives and fills a gap in the literature regarding procedure-based assessment in competency-based medical education.