A survey of ENT undergraduate teaching in the UK.
Cautery
/ methods
Clinical Competence
Curriculum
/ standards
Education, Medical
/ statistics & numerical data
Education, Medical, Undergraduate
/ methods
Humans
Laryngectomy
/ education
Otolaryngology
/ education
Otorhinolaryngologic Surgical Procedures
/ education
Schools, Medical
/ standards
Students
/ statistics & numerical data
Surveys and Questionnaires
/ statistics & numerical data
Teaching
/ standards
Tracheostomy
/ education
United Kingdom
/ epidemiology
Curriculum
Education
Otolaryngology
Students
Teaching
Journal
The Journal of laryngology and otology
ISSN: 1748-5460
Titre abrégé: J Laryngol Otol
Pays: England
ID NLM: 8706896
Informations de publication
Date de publication:
Jun 2020
Jun 2020
Historique:
pubmed:
7
7
2020
medline:
21
7
2020
entrez:
7
7
2020
Statut:
ppublish
Résumé
ENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools. To assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum. Two students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met. Sixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures. There is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
Sections du résumé
BACKGROUND
BACKGROUND
ENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.
OBJECTIVE
OBJECTIVE
To assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.
METHOD
METHODS
Two students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.
RESULTS
RESULTS
Sixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.
CONCLUSION
CONCLUSIONS
There is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
Identifiants
pubmed: 32624009
doi: 10.1017/S0022215120000936
pii: S0022215120000936
doi:
Types de publication
Comparative Study
Journal Article
Langues
eng
Sous-ensembles de citation
IM