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

Abstract

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.

Evaluation of the Content and Structure of Otorhinolaryngology Curricula in Libyan Medical Faculties' Undergraduate Program from 2023-2024

“…Which highlights the shortage and the wide variation in the overall course duration allocated to otorhinolaryngology topics across Libyan medical faculties, this result is agrees widely in the literature, as seen in In contrary, otorhinolaryngology in Spain UME is a core subject, allocating a mean of 7 credits, consists of about 30 lectures, and the time available for practical teaching varies greatly between 20 and 60 hours (de Diego, J. I., & Prim, M. P., 2008) [18]. This study also figures that the ORL curricula have a weakness in providing the knowledge (43.3% negative ratings), and skills (60% negative), with insufficient teaching hours (62.5%), and suboptimal assessment methods (56.6%) this demonstrate the minimal clinical experience in the majority of Libyan medical graduates relating ear, nose and throat issues, table (2), the literature concur with our study results in Canada, as provided by ( ,2020) as they share their concerns, demonstrating the lack of confidence among final year medical students and junior doctors in dealing with common ENT problems [16,22]. This giving raise to allocate otorhinolaryngology and head/neck curriculum in separate department rather than having them remain under general surgery, a 59.4% of respondent support this, table (2) as it facilitates oversight of curriculum quality, which confirmed by (de Diego, J. I., & Prim, M. P., 2008) in their study, as the ORL curriculum provided as a single semester course, taught in the 4th or 5th year in (92.6%) of medical faculties [18].…”

Development and evaluation of a point-of-care ocular ultrasound curriculum for medical students - a proof-of-concept study

“…This POCOUS teaching program also enhanced interest in the specialties covered. This effect has also been observed as a result of teaching of other clinically practical skills [ 54 , 55 ].…”

Ophthalmology as a career choice among medical students in Eastern India – A cross-sectional study

“…[ 21 ] The study by Nour et al . [ 25 ] on EPOD (ENT, Plastic surgery, Ophthalmology, and Dermatology) prize examination also reported that students gained adequate knowledge in the subjects, and it also helped them to cultivate interest in the subject. Therefore, strategies must be included in the curriculum and training programs to focus on developing interest in ophthalmology.…”