Augmenting ENT surgery outside the medical school curriculum: the role of a 1-day otolaryngology course

Spiers, Harry; Enayati, Hanieh; Moussa, Reem; Zargaran, Alexander; Thomas, Amal; Murtaza, Aasim Nisar; Turki, Mohammed; Ofo, Enyinnaya

doi:10.1017/s0022215119000331

Cited by 12 publications

(11 citation statements)

References 14 publications

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“…Forty-four studies underwent full-text analysis (Table 4). 6–8,10–14,20–55 Of these studies, 38 were excluded for failing to meet our inclusion criteria. Six studies were then rigorously assessed for their risk of bias levels, after which one study was excluded because of a critical risk of bias.…”

Section: Resultsmentioning

confidence: 99%

Current innovations in otolaryngology medical education in the UK: a systematic literature review

2020

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ObjectiveRecent studies have indicated a lack of ENT training at the undergraduate and post-graduate levels. This study aimed to review the impact of recent educational innovations in improving ENT training for medical students and junior doctors in the UK.MethodsThree independent investigators conducted a literature search of published articles on ENT education. Included studies were analysed using qualitative synthesis methods.ResultsAn initial search yielded 2008 articles; 44 underwent full-text evaluation and 5 were included for final analysis. Most included studies demonstrated benefits for students when compared to existing teaching standards in terms of objective assessment (knowledge and skills gained) or subjective assessment (confidence and preference) following implemented educational innovations.ConclusionThis study identified educational innovations developed in the past 15 years to enhance the teaching of core ENT competencies. More research is needed to establish their impact on the state of ENT medical education in the UK.

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Section: Resultsmentioning

confidence: 99%

Current innovations in otolaryngology medical education in the UK: a systematic literature review

2020

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“…Some research has been undertaken on the role of short courses in supplementing undergraduate education provided in these specialties and enhancing medical students’ interest. Short courses in both ENT [ 17 ] and plastic surgery [ 18 ] have been shown to have a positive impact on students’ career interests. Additionally, a transatlantic research group trialled public engagement lectures in dermatology for prospective medical students [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

et al. 2020

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Background Otolaryngology (ENT), plastic surgery, ophthalmology and dermatology are medical specialties which tend to receive less coverage in UK medical school curricula compared to larger, generalist specialties. As a result, there are fewer opportunities for medical students to learn and to cultivate an interest. There are numerous papers that report concerns about junior doctors’ ability to manage conditions within these specialties, which may jeopardise patient safety. The aim of our pilot project was to increase medical students’ interest and knowledge of ENT, plastic surgery, ophthalmology and dermatology. In addition to describing our project, we present and discuss literature on UK undergraduate education in these specialties and its impact on preparedness of junior doctors and future career choices. Methods One hundred twelve final year medical students at Newcastle University were invited to take part in a voluntary two-part (written and clinical) exam, in which prizes could be won and all participants would receive a certificate of participation. We distributed two online surveys to the students, one administered before the exam and one afterwards. Data was collected regarding the students’ motivation for entering the prize exam and the students’ baseline interest and knowledge in these specialties before and after the prize exam. Free-text responses were collected about the students’ opinion of the project and whether participation was beneficial. Results Sixteen students participated in the exam. There was a statistically significant increase in the students’ knowledge in ENT (p < 0.000), plastic surgery (p < 0.000), ophthalmology (p < 0.028) and dermatology (p < 0.012) after participation in the exam, but not in their interest levels. ENT was the preferred specialty of our cohort. The students reported that they found participation beneficial to their learning, particularly receiving exam feedback and explanations to exam questions. Conclusions This pilot project was a useful intervention in increasing medical students’ knowledge in these specialties, but not in their levels of interest. It also demonstrates that medical students are willing to participate in voluntary initiatives (in their spare time) to gain more learning opportunities and that medical students value timely exam feedback to guide their revision.

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“…If the Non-Teaching Programs were not asked to provide residents by the medical school leadership, it may be worthwhile for them to consider offering this service, either as part of the established curriculum or as part of medical student extracurricular activities, such as ear, nose, throat (ENT) Interest Groups and extracurricular workshops. Spiers et al described a one-day otolaryngology workshop run for volunteer medical students in the UK, where they demonstrated a statistically significant increase in positive perceptions of the specialty and interest in a career in otolaryngology [13]. This is an example of the kind of creative thinking educators in our specialty need to do to address the dearth of the otolaryngology curriculum in current medical schools.…”

Section: Discussionmentioning

confidence: 99%

Program Directors’ Opinions About Otolaryngology Resident Teaching Medical School Anatomy

Wanstreet

Callaham

O’Brien

et al. 2020

Cureus

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To evaluate whether otolaryngology residency program directors (PDs) provide residents to teach preclinical medical students anatomy and to outline their perceptions of this practice. Methods An anonymous online survey was sent to active U.S. otolaryngology residency PDs in 2019, assessing each program's involvement in teaching medical student anatomy. Results Forty-five of 121 (37.1%) of surveyed otolaryngology PDs responded. Sixteen of the 44 (36.4%) residency programs that were associated with a medical school provided residents to teach anatomy ("Teaching Programs"). The 29 (64.4%) remaining programs did not provide residents ("Non-teaching Programs"). No significant differences were found between Teaching and Non-teaching Programs (P<0.05) for the size of the program, the presence of fellowships, the size of medical school, whether residents had won teaching awards, or the number of otolaryngology residency applicants from that school. In general, all PDs responded positively about residents teaching medical school anatomy. Non-teaching Programs primarily cited not being approached by the medical school as a reason for not providing residents to teach. Conclusion The majority of respondent otolaryngology PDs have a positive view of residents teaching medical students but few do it. Otolaryngology departments will need to take the lead on developing opportunities to put students and residents together for anatomy education.

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Augmenting ENT surgery outside the medical school curriculum: the role of a 1-day otolaryngology course

Cited by 12 publications

References 14 publications

Current innovations in otolaryngology medical education in the UK: a systematic literature review

Current innovations in otolaryngology medical education in the UK: a systematic literature review

How does participation in a voluntary prize exam affect medical students’ knowledge and interest in ENT, plastic surgery, ophthalmology and dermatology?

Program Directors’ Opinions About Otolaryngology Resident Teaching Medical School Anatomy

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