Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-27T21:58:33.419Z Has data issue: false hasContentIssue false
  • English
  • Français

The provision of ENT teaching in the undergraduate medical curriculum: a review and recommendations

Published online by Cambridge University Press:  25 May 2021

B Patel ,
S R Saeed  and
S Smith
B Patel*
Affiliation:
Department of ENT, The Royal National ENT and Eastman Dental Hospitals, London, UK
S R Saeed
Affiliation:
Department of ENT, The Royal National ENT and Eastman Dental Hospitals, London, UK Ear Institute, University College London, London, UK
S Smith
Affiliation:
Medical Education Research Unit, Imperial College London, London, UK
*
Author for correspondence: Mr Bhavesh Patel, Department of ENT, The Royal National ENT and Eastman Dental Hospitals, Huntley Street, LondonWC1E 6DG, UK E-mail: bhav.patel@nhs.net
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective

The existing provision of ENT teaching in the undergraduate curriculum is deemed inadequate by medical students, general practitioners and ENT surgeons alike. This study aims to explore the perceptions of a variety of stakeholders on how undergraduate ENT provision can be optimised.

Methods

This study involved semi-structured interviews with seven participants (two medical students, two general practitioners, two ENT surgeons and a curriculum developer). Inductive thematic analysis was used to identify key themes that emerged from the interviews.

Results

The four emergent themes were evaluation of current ENT provision, barriers to learning and teaching, alternate means of delivery of ENT education, and professional identity development. A number of barriers to learning and teaching in the clinical environment were identified including student-related, teacher-related and environmental factors.

Conclusion

The existing ENT provision should be re-considered to help students achieve a basic level of competence in managing common ENT conditions. This can be achieved by ENT teaching in additional contexts including general practice, e-learning and simulation workshops.

Keywords

EducationMedicalUndergraduateOtorhinolaryngologyQualitative Research
Type
Main Articles
Information
The Journal of Laryngology & Otology , Volume 135 , Issue 7 , July 2021 , pp. 610 - 615
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Mr B Patel takes responsibility for the integrity of the content of the paper

References

Mennin, S. Self-organisation, integration and curriculum in the complex world of medical education. Med Educ 2010;44:20–30CrossRefGoogle ScholarPubMed
Mace, AD, Narula, AA. Survey of current undergraduate otolaryngology training in the United Kingdom. J Laryngol Otol 2004;118;217–20CrossRefGoogle ScholarPubMed
Khan, MM, Saeed, SR. Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice? J Laryngol Otol 2012;126:340–4CrossRefGoogle ScholarPubMed
Biswas, D, Rafferty, A, Jassar, P. Night emergency cover for ENT in England: a national survey. J Laryngol Otol 2009;123:899–902CrossRefGoogle ScholarPubMed
Davis, SJ, McDonald, S. Covering ENT out of hours: how confident are senior house officers? J Laryngol Otol 2006;120:587–90CrossRefGoogle ScholarPubMed
Veitch, D, Lewis, M, Gibbin, K. General practitioner training in ENT in the Trent Region. J R Soc Med 1992;85:156–8Google ScholarPubMed
Lave, J, Wenger, E. Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge, Cambridge University Press, 1991CrossRefGoogle Scholar
Hafferty, FW, Franks, R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med 1994;69:861–71CrossRefGoogle ScholarPubMed
Bhutta, M, Mandavia, R, Syed, I, Qureshi, A, Hettige, R, Wong, BYW et al. A survey of how and why medical students and junior doctors choose a career in ENT surgery. J Laryngol Otol 2016;130:1054–8CrossRefGoogle ScholarPubMed
Wormald, BW, Schoeman, S, Somasunderam, A, Penn, M. Assessment drives learning: an unavoidable truth? Anat Sci Educ 2009;2:199–204CrossRefGoogle ScholarPubMed
Schuwirth, LW, Van Der Vleuten, CPM. How to design a useful test: the principles of assessment. In: Understanding Medical Education Evidence, Theory and Practice, ed Swanwick, T. Oxford: Wiley-Blackwell, 2010.Google Scholar
17 Miller, GE. The assessment of clinical skills/competence/performance. Acad Med 1990;65:S63–7CrossRefGoogle ScholarPubMed
Kopala, B. Conflicts in nurse educators’ role obligations. J Prof Nurs 1994;10:236–43CrossRefGoogle ScholarPubMed
Hajioff, D, Birchall, M. Medical students in ENT outpatient clinics: appointment times, patient satisfaction and student satisfaction. Med Educ 1999;33:669–73CrossRefGoogle ScholarPubMed
ENT UK. e-lefENT. In: https://www.e-lefent.org.uk [5 October 2020]Google Scholar
SFO UK. Ear, Nose and Throat: The Official Handbook for Medical Students and Junior Doctors. ENT UK, 2019. In: https://www.entuk.org/sfo-e-book [6 May 2021]Google Scholar
Watson, K, Wright, A, Morris, N, McMeeken, J, Rivett, D, Blackstock, F et al. Can simulation replace part of clinical time? Two parallel randomised controlled trials. Med Educ 2012;46:657–67CrossRefGoogle ScholarPubMed
Sharpe, R, Benfield, G, Roberts, G, Francis, R. The undergraduate experience of blended e-learning: a review of UK literature and practice. Higher Educucation Academy, 2006. In: https://www.advance-he.ac.uk/knowledge-hub/undergraduate-experience-blended-e-learning [11 May 2021]Google Scholar
Donnelly, MJ, Quraishi, MS, McShane, DP. ENT and general practice: a study of paediatric ENT problems seen in general practice and recommendations for general practitioner training in ENT in Ireland. Ir J Med Sci 1995;164:209–11CrossRefGoogle ScholarPubMed
Hannaford, PC, Simpson, JA, Bisset, AF, Davis, A, McKerrow, W, Mills, R. The prevalence of ear, nose and throat problems in the community: results from a national cross-sectional postal survey in Scotland. Fam Pract 2005;22:227–33CrossRefGoogle ScholarPubMed
Griffiths, E. Incidence of ENT problems in general practice. J R Soc Med 1979;72:740–2CrossRefGoogle ScholarPubMed
Chiavaroli, N, Trumble, S. When I say … phronesis. Med Educ 2018;52:1005–7CrossRefGoogle Scholar
Gandhi, A, Leung, GKK, Patil, NG, Wong, J. Clinical undergraduate examination--voluntary patients’ perspective. Med Teach 2010;32:e1–4CrossRefGoogle ScholarPubMed
Koehler, N, McMenamin, C. Would you consent to being examined by a medical student Western Australian general public survey. Med Teach 2012;34:e518–28CrossRefGoogle ScholarPubMed
Moßhammer, D, Graf, J, Joos, S, Hertkorn, R. Physical examination in undergraduate medical education in the field of general practice - a scoping review. BMC Med Educ 2017;17:230CrossRefGoogle ScholarPubMed
Abe, K, Suzuki, T, Fujisaki, K, Ban, N. A national survey to explore the willingness of Japanese standardized patients to participate in teaching physical examination skills to undergraduate medical students. Teach Learn Med 2009;21:240–7CrossRefGoogle ScholarPubMed
Dimitrov, L, Unadkat, S, Khanna, A, Rennie, C, Saleh, H. ENT training amongst general practitioners: results from a questionnaire. J Laryngol Otol 2020. Epub 2020 Feb 14CrossRefGoogle ScholarPubMed
Jarvis-Selinger, S, Pratt, DD, Regehr, G. Competency is not enough. Acad Med 2012;87;1185–90CrossRefGoogle ScholarPubMed
Weaver, R., Peters, K., Koch, J. & Wilson, I. ‘Part of the team’: professional identity and social exclusivity in medical students. Med Educ 2011;45:1220–9CrossRefGoogle ScholarPubMed
Kolb, A. Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River: Prentice Hall, 1983Google Scholar