A need for otolaryngology education among primary care providers

Abstract

ObjectiveOtolaryngic disorders are very common in primary care, comprising 20–50% of presenting complaints to a primary care provider. There is limited otolaryngology training in undergraduate and postgraduate medical education for primary care. Continuing medical education may be the next opportunity to train our primary care providers (PCPs). The objective of this study was to assess the otolaryngology knowledge of a group of PCPs attending an otolaryngology update course.MethodsPCPs enrolled in an otolaryngology update course completed a web-based anonymous survey on demographics and a pre-course knowledge test. This test was composed of 12 multiple choice questions with five options each. At the end of the course, they were asked to evaluate the usefulness of the course for their clinical practice.ResultsThirty seven (74%) PCPs completed the survey. Mean knowledge test score out of a maximum score of 12 was 4.0±1.7 (33.3±14.0%). Sorted by area of specialty, the mean scores out of a maximum score of 12 were: family medicine 4.6±2.1 (38.3±17.3%), pediatric medicine 4.2±0.8 (35.0±7.0%), other (e.g., dentistry, emergency medicine) 4.2±2.0 (34.6±17.0%), and adult medicine 3.9±2.1 (32.3±17.5%). Ninety one percent of respondents would attend the course again.ConclusionThere is a low level of otolaryngology knowledge among PCPs attending an otolaryngology update course. There is a need for otolaryngology education among PCPs.

Diagnostic accuracy and confidence for otoscopy: Are medical students receiving sufficient training?

“…Otologic problems present commonly in primary care physicians’ offices and emergency departments, so it is important for physicians across multiple fields to have the knowledge and skills required to diagnose ear pathology . The medical school curriculum should be a first step in providing this training, as roughly 40% of students pursue primary care specialties .…”

“…Lewis et al found that primary care physicians considered otolaryngology to be one of the top three surgical specialties whose core subject areas were important to their practice . Despite this recognized importance, otolaryngology training in medical school has been relatively limited . For example, a 2008 study of Canadian medical school programs by Campisi et al found that the median number of otolaryngology lectures was only six.…”

“…Otologic problems present commonly in primary care physicians' offices and emergency departments, so it is important for physicians across multiple fields to have the knowledge and skills required to diagnose ear pathology. 3,13 The medical school curriculum should be a first step in providing this training, as roughly 40% of students pursue primary care specialties. 14 Lewis et al found that primary care physicians considered otolaryngology to be one of the top three surgical specialties whose core subject areas were important to their practice.…”

“…14 Despite this recognized importance, otolaryngology training in medical school has been relatively limited. 9,13 For example, a 2008 study of Canadian medical school programs by Campisi et al found that the median number of otolaryngology lectures was only six. Fewer than half of the schools had a mandatory otolaryngology rotation, with a mean rotation length of 4.6 days.…”

Competencias de los residentes de Atención Primaria en el manejo de los problemas prevalentes de oído, nariz y garganta

“…En países como Estados Unidos, Reino Unido y Canadá, los porcentajes de obligatoriedad en el currículo de esta rotación son del 34 %, del 38 % y del 78 %, respectivamente, 7 y solo el 15 % de los programas de entrenamiento de los médicos de Atención Primaria la tienen incorporada. 8,9 Varios trabajos han reportado, a través de entrevistas y encuestas realizadas a médicos de Atención Primaria, una falta de satisfacción en su desempeño y falta de entrenamiento en el diagnóstico y manejo de los problemas de otorrinolaringología. [9][10][11] Ninguno de ellos evalúa directamente competencias en el diagnóstico y el manejo de dichos problemas.…”