Survey of current undergraduate otolaryngology training in the United Kingdom

Mace, Alasdair; Narula, A.

doi:10.1258/002221504322928008

Cited by 76 publications

(84 citation statements)

References 2 publications

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“…Studies report that 10-25% of adult and up to 50% of paediatric consultations in General Practice relate to Otolaryngology topics (2,(7)(8)(9). Otolaryngology therefore forms an important part of the education of General Practitioners.…”

Section: Introductionmentioning

confidence: 99%

“…A review, published in 1990, concluded that there had been few changes to undergraduate Otolaryngology since this address (11). Subsequent surveys have shown that 22-30% of UK medical schools do not provide a compulsory placement in Otolaryngology (1,2). This would suggest that a large proportion of medical students do not gain any experience in Otolaryngology.…”

Section: Introductionmentioning

confidence: 99%

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An undergraduate Otolaryngology curriculum comparison in the United Kingdom using a curriculum evaluation framework

Steven

Mires

Lloyd

et al. 2017

Clinical Otolaryngology

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ObjectiveTo compare undergraduate otolaryngology curricula in the United Kingdom. To develop a tool which would allow undergraduate specialty curricula to be compared.DesignDevelopment of a curriculum evaluation framework (CEF) and survey.SettingUK medical schools.ParticipantsOtolaryngology curricula were requested from all 32 UK medical schools who award a primary medical qualification. Nineteen curricula were received and examined.Main outcome measuresThematic and content analysis of curriculum documents were undertaken. Outcome measures include an examination of curriculum content and methods, type of assessment and alignment of curricula with the General Medical Council's Tomorrow's Doctors document.ResultsLearning objectives were listed by 18 of the 19 medical schools who responded. The most commonly included theme was clinical conditions (100%). Psychosocial aspects of otolaryngology was the least covered theme (37%). Examination skills was covered by the majority (74%). Outpatient clinics and theatre attendance were the most commonly utilised teaching methods (47%). Student checklists were the most common form of assessment (32%). Only four medical schools linked their curricula to the GMC's Tomorrow's Doctors document.ConclusionsThe development of a CEF allowed for a systematic comparison of curricula. This study, evaluating otolaryngology curricula, has highlighted the variability of curricula from both a content and methods perspective in the UK. The study provides those involved with curriculum planning an overview of the main themes currently taught in the UK and offers examples of individual topics. It also offers an insight into the way in which otolaryngology is taught in the UK.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An undergraduate Otolaryngology curriculum comparison in the United Kingdom using a curriculum evaluation framework

Steven

Mires

Lloyd

et al. 2017

Clinical Otolaryngology

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“…However, a 2004 study in the UK found that only 78% of medical schools had a compulsory ENT attachment, and the average length of time spent in ENT was a week and a half 7 . Both the proportion of medical schools offering undergraduate ENT and the duration of attachment appears to have reduced recently 8 .…”

Section: Introductionmentioning

confidence: 99%

Prioritising topics for the undergraduate ENT curriculum

et al. 2017

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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.

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“…It consisted of eight questions regarding exposure of undergraduates to the field of renal transplantation. (Figure 1) Although not validated, it was based upon a questionnaire from a similar study in the field of ENT [7]. Non-responders were sent a further copy of the questionnaire after four weeks, which were followed with a telephone call after a further four weeks, if necessary.…”

Section: Methodsmentioning

confidence: 99%

Exposure to the field of renal transplantation during undergraduate medical education in the UK

2005

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BackgroundThere is a lack of surgeons in the field of renal transplantation, with a predicted shortage of over 20 consultants by the year 2005. Early positive exposure to the field, commencing at undergraduate level, has been identified as being vital to improving rates of recruitment. This study was performed to assess the exposure of undergraduates to the field of renal transplantation during medical education in the UK.MethodsIn October 2004 a questionnaire was sent to the clinical deans of all UK medical schools regarding undergraduate exposure to renal transplantation.ResultsTwenty-five replies were received, giving a response rate of 96%. All but one school had a centre for renal transplantation in their region. Three schools (12%) gave no formal lecture or tutorial on the subject during the entire course. Of the remainder, between one to four formal sessions were provided, ranging from 15 minutes to 3 hours duration.Six medical schools (24%) provided no compulsory clinical exposure to renal transplantation, with a further five (20%) saying that students may receive exposure by chance. The average length of attachment was three weeks. Twenty-one medical schools (84%) provided between 1–10% of students a choice to study renal transplantation, as part of electives and special study modules.ConclusionThis study reveals a variation between, and within, medical schools in the levels of formal teaching. If the trends in recruitment to renal transplantation are to be reversed, we have an obligation to improve upon the medical education that students currently receive.

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Survey of current undergraduate otolaryngology training in the United Kingdom

Cited by 76 publications

References 2 publications

An undergraduate Otolaryngology curriculum comparison in the United Kingdom using a curriculum evaluation framework

An undergraduate Otolaryngology curriculum comparison in the United Kingdom using a curriculum evaluation framework

Prioritising topics for the undergraduate ENT curriculum

Exposure to the field of renal transplantation during undergraduate medical education in the UK

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