An undergraduate Otolaryngology curriculum comparison in the United Kingdom using a curriculum evaluation framework

AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.

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“…However, despite its effectiveness, only a minority of UK medical schools currently use e-learning. 25…”

Section: Discussionmentioning

confidence: 99%

A survey of ENT undergraduate teaching in the UK

2020

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“…In light of the minimal exposure to ENT within medical schools, 6 it is obvious why participants did not consider ENT as a career. The majority of participants felt they would consider ENT as a career now that they ‘know what ENT involves’.…”

Section: Discussionmentioning

confidence: 99%

“…A recent study of 26 medical schools showed that there were compulsory ENT placements and rotations for just 53 per cent of students, and 10 of the 26 medical schools included in the study did not offer an ENT attachment at all. 6 The average duration of an ENT attachment in medical schools varies from 7.5 to 13.4 days. 6,7 The short length of ENT attachments, or indeed the absence of them, is clearly inadequate, especially as more than 1 in 10 presentations to general practice involve ENT pathology.…”

Section: Introductionmentioning

confidence: 99%

“…6 The average duration of an ENT attachment in medical schools varies from 7.5 to 13.4 days. 6,7 The short length of ENT attachments, or indeed the absence of them, is clearly inadequate, especially as more than 1 in 10 presentations to general practice involve ENT pathology. 8 A review of the undergraduate curricula revealed that most final year students do not feel adequately prepared to practise ENT because of the limited duration of clinical rotations and the lack of opportunity for practical learning.…”

Section: Introductionmentioning

confidence: 99%

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Simulation-based ENT induction: validation of a novel mannequin training model

et al. 2019

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ObjectiveTo ascertain whether simulation-based teaching is superior to lecture-based teaching for an induction programme using a home-made induction model.MethodsA simulation-based induction programme was designed and separate lecture-based teaching covering the same content was organised for junior doctors. The junior doctors were asked to complete pre- and post-induction surveys regarding confidence and anxiety levels. The skills taught included microsuction, flexible nasendoscopy, and anterior and posterior nasal packing. Structured interviews were conducted after the programme to gain qualitative data for analysis. The trainees’ knowledge retention was compared using a standardised written assessment one month after the session.ResultsSimulation-based teaching using the induction model was associated with a statistically significant increase in confidence levels and reduction in anxiety levels, and was associated with greater knowledge retention.ConclusionA regular simulation induction programme should be introduced using the induction model, as it leads to better knowledge retention and increased confidence levels.

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“…In keeping with this change in paradigm, the concept of an associated shift to a national curriculum has been a move considered broadly within the UK medical education literature and otolaryngology to unify undergraduate experience [6][7] .…”

Section: Introductionmentioning

confidence: 99%

Surgeon educator perspectives of implementing a National Undergraduate Curriculum in otolaryngology

Hall

Jones

Hannan

2019

Preprint

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BackgroundThe General Medical Council will be implementing a national examination for all UK medical students in 2022. Our aim was to review surgeon educator perceptions on the future implementation of an associated undergraduate national curriculum in otolaryngology within a UK School of Surgery. MethodsA mixed methods study was performed to assess ENT surgeon educator perspectives of a change to a national curriculum in ENT. Responses were reviewed with respect to teaching content, quality and student experience with degree of agreement assessed with Likert scoring. Associated qualitative focus group sessions were performed and responses underwent detailed thematic analysis according to grounded theory.ResultsA response rate of 50% was achieved with twenty-one participants analysed working in fourteen hospitals. These held an average of eight years undergraduate teaching experience. These showed strong agreement believing implementation of a national curriculum would improve the standard of teaching delivered at a personal, institutional and national level. There was also agreement on a minimum baseline for teaching exposure by students. 95% of surgeon educators in otolaryngology were in support of future adoption of a change to a centralized national otolaryngology curriculum in contrast to conventional expectations of resistance. Further related themes were identified relating to the personal, institutional and specialty related factors influencing practical delivery of a national curriculum that can help shape this delivery. ConclusionsEvaluating the future implementation of a national curriculum in ENT from those involved in the regular practical delivery of undergraduate medical education was previously unassessed within the medical literature. A series of practical recommendations are made to assist the implementation of a national ENT curriculum in contrast to the current locally led system. These were divided into areas of teaching content, teaching quality and student experience. A national curriculum appears to offer a philosophically accessible and popular re-imagining for future undergraduate otolaryngology training. Our findings aim to offer assistence to other similar surgical sub-specialties facing similar challenges internationally.

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An undergraduate Otolaryngology curriculum comparison in the United Kingdom using a curriculum evaluation framework

Cited by 12 publications

References 18 publications

A survey of ENT undergraduate teaching in the UK

A survey of ENT undergraduate teaching in the UK

Simulation-based ENT induction: validation of a novel mannequin training model

Surgeon educator perspectives of implementing a National Undergraduate Curriculum in otolaryngology

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