Document Type

Manuscript

Submission Date

2025

Abstract

Objectives
This review aims to map the characteristics, educational design, and learner perceptions of otolaryngology virtual sub-internships (VSIs) implemented at U.S. allopathic (M.D.-granting) medical schools during the COVID-19 pandemic. We analyzed broad themes and strategies used by these programs in order to develop a comprehensive toolkit to guide future virtual educational programming.

Data Sources
PubMed and Embase.

Review Methods
A scoping review was conducted in accordance with PRISMA-ScR guidelines. Titles, abstracts, and full texts were screened independently by two reviewers using Covidence. Studies were included if they described a U.S.-based otolaryngology VSI between 2020 and 2022. Key characteristics of each program were extracted and thematically analyzed for general program content, unique offerings and merits, and structural limitations.

Results
Eight articles met inclusion criteria. Six recurrent design domains emerged: target audience, program length, structure, curricular content, assessment/grading and feedback collection. Learners consistently valued dedicated interaction with residents/faculty, opportunities for presentation, and inclusion in operating room observation (live or recorded). Common limitations included the inability to obtain letters of recommendation and assess program culture. Most studies reported high participant satisfaction and improved knowledge. Programs also notably increased access for financially or geographically constrained applicants.

Conclusions
Virtual sub-internships in otolaryngology may serve as effective adjuncts to in-person rotations and offer unique advantages in accessibility. We propose a six-domain toolkit for departments aiming to optimize future virtual offerings.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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