What question did this study set out to answer?

This trial evaluates the integration of the O-AMAS model with problem-based learning in otolaryngology education.

May 15, 2026Advances in Medical Education and Practice0 citationsOpen Access

Integrating O-AMAS and Problem-Based Learning in Otolaryngology Education: A Self-Controlled Trial of a Novel Active Learning Framework

Key Points

This trial evaluates the integration of the O-AMAS model with problem-based learning in otolaryngology education.
Self-controlled before-and-after trial design to assess effectiveness
Data collected via in-class tests, phased tests, and a student satisfaction survey
Statistical analysis employed paired sample t-tests
Higher in-class test scores (mean difference = 4.7; Cohen’s d = 1.01, 95% CI: 0.77–1.25)
Improved stage test scores (mean difference = 4.8; Cohen’s d = 0.93, 95% CI: 0.69–1.17)
Enhanced total SDL scores (Cohen’s d = 0.68, 95% CI: 0.45–0.91), all p < 0.001

Abstract

Objective: To evaluate the effectiveness of integrating the O-AMAS teaching model with problem-based learning (PBL) in instructing medical undergraduates in otolaryngology-head and neck surgery, a specialty that demands rapid clinical decision-making and lifelong self-directed learning (SDL) ability. Methods: This study utilized a self-controlled before-and-after trial design to evaluate the effectiveness of traditional teaching techniques in comparison to an innovative strategy that integrates the O-AMAS teaching model with PBL in otolaryngology-head and neck surgery education. Data was collected through in-class and phased tests, a student satisfaction survey evaluating various aspects of the new approach, and the advanced SDL rating scale measuring changes in students’ self-directed learning abilities across four dimensions. Statistical analysis used paired sample t -tests. Results: The new teaching model was associated with significantly higher scores in both in-class tests (mean difference = 4.7; Cohen’s d = 1.01, 95% CI: 0.77– 1.25) and stage tests (mean difference = 4.8; Cohen’s d = 0.93, 95% CI: 0.69– 1.17), as well as improved total SDL scores (Cohen’s d = 0.68, 95% CI: 0.45– 0.91), all p < 0.001. Implications for School Health Policy, Practice, and Equity: None. Conclusion: This preliminary evidence suggests that integrating O-AMAS with PBL is a promising approach for otolaryngology education. The observed short-term gains in performance and SDL warrant further evaluation in more rigorous, controlled designs. Keywords: O-AMAS teaching model, problem-based learning, otolaryngology-head and neck surgery

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