AAO-HNS Bulletin | Special Edition | January 2021

36 SPECIAL EDITION: 125TH ANNIVERSARY AAO-HNS BULLETIN ENTNET.ORG/BULLETIN Jeffrey P. Simons, MD AAO-HNSF Coordinator for Education S ince its founding 125 years ago, the AAO-HNSF has been devoted to the education of its members, with the ultimate goal of improving care for our patients. Over the years, learning theory and the approach to education have evolved. We see this change in our primary education system; it is no different for medical education and for our specialty. From the early days of postgraduate courses held at our Annual Meeting, published monographs, and home study guides to the digital learning transformation that has taken place, the Academy has offered an impressive breadth of learning experiences. As I reflect on the past, present, and future of otolaryngology education, it is clear that we have kept stride and even set the pace for other medical specialty societies by the ways we have provided members and the global otolaryngology community with innovative, exceptional professional education. Past: Education Beyond Postgraduate As scientific medicine began to produce more specialized knowledge in the nineteenth and twentieth centuries, medical specialists began to form their own societies. In 1896 Hal Foster, MD, an otolaryngologist in Kansas City, Missouri, called the first meeting of what would later become theAmericanAcademy of Otolaryngology–Head and Neck Surgery. Early in our history, the Academy took upon itself the task of improving graduate medical education. In 1913 the Academy established two committees to standardize graduate training in ophthalmology and otolaryngology. Collaborating with similar committees in sister societies, these two committees led to the creation of the first medical specialty boards—ophthalmology in 1913 and otolaryngology in 1924. These two boards set standards for medical specialty education in their respective fields. The following are examples of where the road to professional education began for otolaryngology: • Postgraduate Course – Instruction Courses In 1921 theAcademy instituted the Postgraduate Course, later known as Instruction Courses to supplement the education already received at theAnnual Meetings. Almost 600 participants were registered the first year. These courses were first given following theAnnual Meeting, but by 1927 they were incorporated into the structure of the meeting itself. • Home Study Course (HSC) In 1938Academy secretary Harry Gradle, MD, suggested, as an innovative idea to further specialty education, the development of HSCs by theAcademy. Initially designed as a temporary measure to help fill the holes of specialty education, these courses evolved into a useful, long-lasting resource for continued education. The courses first began in 1940 with 485 registrants. Nine sections were included in the initial otolaryngology HSC: anatomy I and II; histology-pathology; physiology; bacteriology; biochemistry; otolaryngologic examination; hearing tests; and vestibular tests. The HSC evolved into one of the mainstays of Academy Education for decades. The HSC provided a study guide filled with journal articles, a section outline, educational objectives, a reference bibliography, a self-assessment exam, and a faculty symposium. After extensive research, including multiple user interviews, focus groups, and surveys, as well as the study of the evolution of education theory and advances in technology, the decision was made to sunset the HSC inAugust 2020. • Published Educational Resources Over the years, theAcademy has continued to develop and publish a variety of education resources for its members in addition to the HSC, including monographs, study guides, and clinical updates. The very popular self-instructional packages, or SIPacs, were introduced in 1976. Each SIPac contains a review of one otolaryngology-related topic. • ENT ExamVideo Series In December 2012 theAcademy released its first digital video series demonstrating how to perform a thorough examination of the ear, oral cavity, face, nose, neck, nasopharnyx, and larynx. This highly- utilized series is set to be updated this year. Present: Digital Learning Over the past decade, theAcademy adapted to the emergence of digital learning and transformed its education offerings from print to online. Much of this past year has been devoted to launching FLEX (Focused Lifelong Education Xperience), theAcademy’s new flagship education program. FLEX is based on the fundamental learning philosophy that the needs and preferences for otolaryngology education will continue to evolve over time and so will the product to ensure it remains timely and relevant for all learners. FLEX includes eight modules per year and each section is presented in a variety of creative and contemporary learning modalities, including podcasts, interactive webinars, annotated surgical videos, cases of the week, and timely scientific journal articles with expert summaries. In September 2020 theAcademy welcomed more than 3,200 new learners to the FLEX virtual classroom. The American Board of Otolaryngology - Head and Neck Surgery also generously donated an extensive library consisting of 72 Self-Assessment Modules (SAMs) to the AAO-HNSF, enabling them to be redesigned and republished in OTO Logic through the new Otolaryngology Patient Scenario series. We are grateful to the Board and the SAMs faculty members for the exceptional work they put forth in developing these courses and their willingness to continue to share their expertise with the Academy to make these products available to otolaryngologists for lifelong learning. The Past, Present, and