Hostname: page-component-76fb5796d-qxdb6 Total loading time: 0 Render date: 2024-04-25T06:59:10.193Z Has data issue: false hasContentIssue false
  • English
  • Français

Prioritising topics for the undergraduate ENT curriculum

Published online by Cambridge University Press:  09 May 2017

J D Constable ,
G A Moghul ,
P Leighton ,
S J Schofield  and
M Daniel
J D Constable*
Affiliation:
Otorhinolaryngology Head and Neck Surgery Department, Queen's Medical Centre, Nottinghamshire University Hospitals NHS Trust, Nottingham, UK
G A Moghul
Affiliation:
Otorhinolaryngology Head and Neck Surgery Department, Queen's Medical Centre, Nottinghamshire University Hospitals NHS Trust, Nottingham, UK
P Leighton
Affiliation:
Research Design Service for East Midlands, University of Nottingham, UK
S J Schofield
Affiliation:
Centre for Medical Education, University of Dundee, Scotland
M Daniel
Affiliation:
Otorhinolaryngology Head and Neck Surgery Department, Queen's Medical Centre, Nottinghamshire University Hospitals NHS Trust, Nottingham, UK Otology and Hearing Group, University of Nottingham, UK
*
Address for correspondence: Mr James D Constable, Otorhinolaryngology Head and Neck Surgery Department, Queen's Medical Centre, Derby Road, Nottingham NG7 2UH, UK Fax: 01159 194486 E-mail: james.constable@nhs.net
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective:

Knowledge of ENT is important for many doctors, but undergraduate time is limited. This study aimed to identify what is thought about ENT knowledge amongst non-ENT doctors, and the key topics that the curriculum should focus on.

Methods:

Doctors were interviewed about their views of ENT knowledge amongst non-ENT doctors, and asked to identify key topics. These topics were then used to devise a questionnaire, which was distributed to multiple stakeholders in order to identify the key topics.

Results:

ENT knowledge was generally thought to be poor amongst doctors, and it was recommended that undergraduate ENT topics be kept simple. The highest rated topics were: clinical examination; when to refer; acute otitis media; common emergencies; tonsillitis and quinsy; management of ENT problems by non-ENT doctors; stridor and stertor; otitis externa; and otitis media with effusion.

Conclusion:

This study identified a number of key ENT topics, and will help to inform future development of ENT curricula.

Keywords

OtolaryngologyEducationMedicalUndergraduateEducationCurriculum
Type
Main Articles
Information
The Journal of Laryngology & Otology , Volume 131 , Issue 7 , July 2017 , pp. 631 - 639
Copyright
Copyright © JLO (1984) Limited 2017 

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.)

References

1 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;164:209–11Google Scholar
2 Lennon, P, O'Donovan, JP, O'Donoghue, S, Fenton, JE. The otolaryngology, head and neck training appraisal questionnaire: a national general practice perspective. Ir J Med Sci 2013;182:609–14CrossRefGoogle ScholarPubMed
3 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;22:227–33Google Scholar
4 Baker, C. Accident and Emergency Statistics: Demand, Performance and Pressure, Paper number 6964. London: House of Commons Library, 2015 Google Scholar
5 Coulter, A, Noone, A, Goldacre, M. General practitioners' referrals to specialist outpatient clinics. I. Why general practitioners refer patients to specialist outpatient clinics. BMJ 1989;299:304–6CrossRefGoogle ScholarPubMed
6 Clamp, PJ, Gunasekaran, S, Pothier, DD, Saunders, MW. ENT in general practice: training, experience and referral rates. J Laryngol Otol 2007;121:580–3Google Scholar
7 Mace, AD, Narula, AA. Survey of current undergraduate otolaryngology training in the United Kingdom. J Laryngol Otol 2004;118:217–20Google Scholar
8 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
9 Sharma, A, Machen, K, Clarke, B, Howard, D. Is undergraduate otorhinolaryngology teaching relevant to junior doctors working in accident and emergency departments? J Laryngol Otol 2006;120:949–51CrossRefGoogle ScholarPubMed
10 Powell, J, Cooles, FA, Carrie, S, Paleri, V. Is undergraduate medical education working for ENT surgery? A survey of UK medical school graduates. J Laryngol Otol 2011;125:896–90Google Scholar
11 Evans, LM, Backhouse, S, Owens, D. Has the introduction of hospital at night affected ENT out-of-hours care in Wales? Bull Roy Coll Surg Engl 2015;97:449–51Google Scholar
12 O'Dunn-Orto, A, Hartling, L, Campbell, S, Oswald, AE. Teaching musculoskeletal clinical skills to medical trainees and physicians: a Best Evidence in Medical Education systematic review of strategies and their effectiveness: BEME Guide No. 18. Med Teach 2012;34:93–102 Google Scholar
13 Lloyd, S, Tan, ZE, Taube, MA, Doshi, J. Development of an ENT undergraduate curriculum using a Delphi survey. Clin Otolaryngol 2014;39:281–8Google Scholar
14 Dicicco-Bloom, B, Crabtree, BF. The qualitative research interview. Med Educ 2006;40:314–21Google Scholar
15 Giddings, LS, Grant, BM. Mixed methods research for the novice researcher. Contemp Nurse 2006;23:3–11 CrossRefGoogle ScholarPubMed
16 Braun, V, Clarke, V. Successful Qualitative Research. London: Sage, 2013 Google Scholar
17 Gill, P, Stewart, K, Treasure, E, Chadwick, B. Methods of data collection in qualitative research: interviews and focus groups. Br Dent J 2008;204:291–5CrossRefGoogle ScholarPubMed
18 Opdenakker, R. Advantages and disadvantages of four interview techniques in qualitative research. Forum: Qualitative Social Research 2006;7:Art. 11Google Scholar
19 Novick, G. Is there a bias against telephone interviews in qualitative research? Res Nurs Health 2008;31:391–8Google Scholar
20 Sandelowski, M. Sample size in qualitative research. Res Nurs Health 1995;18:179–83CrossRefGoogle ScholarPubMed
21 Fugard, AJ, Potts, HW. Supporting thinking on sample sizes for thematic analyses: a quantitative tool. Int J Soc Res Methodol 2015;18:669–84CrossRefGoogle Scholar
22 Leung, WC. How to design a questionnaire. Student BMJ 2001;9:187–9Google Scholar
23 Economics Network. Designing questionnaires. 2013. In: http://www.economicsnetwork.ac.uk/handbook/questionnaires/21 [6 October 2016]Google Scholar
24 Yager, J, Kunkle, R, Fochtmann, LJ, Reid, SM, Plovnick, R, Nininger, JE et al. Who's your expert? Use of an expert opinion survey to inform development of American Psychiatric Association practice guidelines. Acad Psychiatry 2014;38:376–82Google Scholar
25 Centers for Disease Control and Prevention. Increasing Questionnaire Response Rates. Evaluation Briefs 2010;21:1–2 Google Scholar
26 Pulse Today. Half of medical students to become GPs by 2015. In: http://www.pulsetoday.co.uk/your-practice/practice-topics/education/half-of-medical-students-to-become-gps-by-2015/20003100.fullarticle [21 October 2016]Google Scholar
27 Schwartz, M, Basco, W, Grey, M, Elmore, J, Rubenstein, A. Rekindling student interest in generalist careers. Ann Intern Med 2005;142:715–24CrossRefGoogle ScholarPubMed
28 General Medical Council. Good Medical Practice. In: http://www.gmc-uk.org/guidance/good_medical_practice.asp [29 October 2016]Google Scholar
29 Harden, RM, Sowden, S, Dunn, WR. Educational strategies in curriculum development: the SPICES model. Med Educ 1984;18:284–97Google Scholar
30 Huba, M, Freed, J. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. New York: Pearson, 1999 Google Scholar
31 Powell, J, Cooles, F, Carrie, S, Paleri, V. Is undergraduate medical education working for ENT surgery? A survey of UK medical school graduates. J Laryngol Otol 2011;125:896–905 Google Scholar
32 Johnson, E, Charchanti, A, Troupis, T. Modernization of an anatomy class: from conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ 2012;5:354–66Google Scholar
33 University of North Carolina at Charlotte. 150 teaching methods. In: http://teaching.uncc.edu/learning-resources/articles-books/best-practice/instructional-methods/150-teaching-methods [11 January 2017]Google Scholar
34 Alamro, A, Schofield, S. Supporting traditional PBL with online discussion forums: a study from Qassim Medical School. Med Teach 2012;34(suppl 1):S20–4 Google Scholar
35 Webb, A, Choi, S. Interactive radiological anatomy eLearning solution for first year medical students: development, integration, and impact on learning. Anat Sci Educ 2014;7:350–60Google Scholar
36 Fung, K. Otolaryngology – head and neck surgery in undergraduate medical education: advances and innovations. Laryngoscope 2015;125(suppl 2):S1–14 Google Scholar
37 Hamilton, J, Tee, S. Teaching and learning: a SEM blended learning systems approach. Higher Education Research and Development 2010;29:1–16 Google Scholar
38 3 Strategies to Encourage Students to Complete the Pre-Class Work in the Flipped Classroom. In: http://barbihoneycutt.com/3-strategies-to-encourage-students-to-complete-the-pre-class-work-in-the-flipped-classroom [17 January 2017]Google Scholar
39 Provini, C. Best Practices for Flipped Classrooms. In: http://www.educationworld.com/a_curr/best-practices-flipped-classroom.shtml [17 January 2017]Google Scholar
40 General Medical Council. Promoting excellence: Standards for medical education and training. In: http://www.gmc-uk.org/education/standards.asp [11 January 2017]Google Scholar
41 Beers, G, Bowden, S. The effect of teaching method on long-term knowledge retention. J Nurs Educ 2005;44:511–14Google Scholar