1. The purpose of providing educational material under the e-Learning programme is to dissipate knowledge in a format which is easily accessible on all digital platforms in all locations with internet access, be it in a clinic, operating theatre or at home.
2. It is an open access web resource requiring only e-mail ID and a self-generated password. E-mail ID will not be accessible to any other organisations, trade, etc. It will be used solely by APLA to dissipate information of forth coming conferences organised by APLA and its collaborating societies.
3. The programme is fully oriented to clinical situations encountered in everyday working of a wide range of professionals – medical practitioners, nursing, technicians, therapists etc., in the field of Laryngology. In particular, the quiz platform has a unique orientation designed by the Editors. It is an ‘Image-Based Learning Platform’, focusing on a very specific topic in the image. The quiz sets the scene to stimulate the self-learning process with a series of questions and a range of choices, some with correct and others with incorrect answers. Correct answers have a brief narration of reasoning. Uniquely, incorrect answers also have similar relevant narration. The learning process then expands in to ‘Salient Points’ to reinforce structured learning. The section on Current Thinking updates the knowledge up to the time of writing. A list of supporting references completes the exercise.
4. The knowledge base is derived from extensive literature search. It also draws on personal interpretation by the Editors with decades of professional life behind them. The reader is expected to use the knowledge base as background information on which to base his / her own interpretation in the context of the clinical condition he / she is dealing with. With so many variations in the patient base, socioeconomic conditions, access to sophistication, availability of infra-structure and a unique biological response of an individual to an equitable treatment strategy, means that the old adage ‘one-size-fits-all’ has no place in clinical management which must be personalised.
5. The Editors’ work of very many hours in structuring the programme is fully honorary; without conflict of interest. It is not sponsored financially, or in any other way, by any trade or organisation.
6. It is hoped that the initiative taken by The Editors will be reciprocated by our professional colleagues with contributions of their own experience. The prospective contributor should write to us (email@example.com) in the first place with a brief summary of their contribution.
The Editorial team
When we conceived the e-Learning programme, little did we know how time consuming and challenging the whole exercise was going to be. The quiz platform is the most perplexing area. It starts with Sachin Gandhi from India who sends high quality images and patient details to us – I and my other co-editor and life-time colleague Liam Flood are based in the UK.
Much work goes in to structuring the MCQs and response options. Our training intuitively thinks of a correct answer as a response to a question, with a subconscious tendency to place correct answers higher up in the series of options! Furthermore, correct answers tend to be just recalls; they also need an element of assessment requiring a higher level of thought process. The most difficult part, however, is to develop wrong-response options as realistic distractors; our training debars irrationality! Distractors cannot be silly statements; they have to be in real-life-context. A narration of incorrect answers is provided to ensure this aspect of distractors.
Salient points provide important features uniquely applicable to the clinical image. Current thinking section surveys up-to-date knowledge in the literature. A list of references completes the quiz. It then goes to Dominic Hilton for uploading. The whole process then goes through rigorous checking for quality control before it goes live, taking weeks to complete one quiz. Liam Flood’s vast experience as Editor / reviewer / member of so many educational bodies is - priceless. His utter enthusiasm sees the end product with finesse and accuracy.
The Editors sincerely hope that the E-learning programme will provide the readers with a practical knowledge base for everyday practice. We are cognisant that it is the readership whose opinion matters and we look forward to receiving comments – both constructive and destructive, the only way to raise the bar.
V. Oswal, Lead Editor.
Welcome to the APLA e-learning portal
We will keep on updating the portal with new information so please continue to visit for updates.