The STRIDOR mnemonic as a learning aid for post-operative ward care of head and neck cancer patients: a pilot-randomized educational intervention trial

Background: Post-operative care of head and neck cancer (HNC) patients is complex, posing significant learning demands on junior trainees. Mnemonics are widely used as learning aids in medical education. We hypothesized that a specialized mnemonic would be beneficial for HNC ward round (WR) education. Methods: The ‘STRIDOR’ mnemonic was developed after a literature review and a Delphi process with an expert panel of HNC surgeons. A pilot randomized educational intervention blinded trial was conducted. Recruited medical students were randomized into two groups: Group 1 (n = 10) received an educational intervention (lecture on conducting a HNC-WR); Group 2 ‘mnemonic’ (n = 10) received the same intervention with explicit teaching on the STRIDOR mnemonic. Both groups then participated in a simulated scenario with a simulated post-operative HNC patient. Subjective (Visual Analogue Scale ‘VAS’) and objective scores were compared between both groups. Results: The simulation scenario lasted an average of ≈13 minutes. Both groups scored very low on subjective confidence in conducting a HNC WR (1.93/10 VAS) before intervention but showed significant improvement (5.9/10 VAS) after the intervention (p < 0.001). No statistically significant improvements in either subjective or objective (technical and non-technical) scores, or in scenario timings, were demonstrated in Group 2 ‘mnemonic’ compared to Group 1. Conclusion: Educational interventions targeted toward a systematic approach to conducting a WR are valuable and should be considered for curriculum inclusion. Although we could not demonstrate statistical significance, the STRIDOR mnemonic should be investigated as a learning aid in future larger studies.