Enhancing otorhinolaryngology education through extracurricular teaching

Abstract

Background: Otorhinolaryngology teaching comprises only 1%, or an average of 1.5 weeks, of the undergraduate medical curriculum in the UK [1, 2]. Swansea University Ear, Nose, and Throat Society has hosted a skills course covering various otorhinolaryngological skills. The present study was undertaken to evaluate the effectiveness of extracurricular teaching and to elucidate the perception of the current provision of teaching.

Methods: Delegates of the course were asked to complete pre- and post-course questionnaires. On a scale of 0 to 5, ranging from no background knowledge to excellent understanding, delegates were asked to self-evaluate their understanding of tracheostomy, quinsy, epistaxis, and otoscopy. Delegates were also asked to evaluate the quality and quantity of the otorhinolaryngology teaching offered at Swansea University.

Results: A total of 34 delegates attended the course, of which 31 (91.2%) responded to both the pre- and post-course questionnaires. Responses were further analysed using a paired t-test. After attending the course, delegates’ understanding of tracheostomy (1.46 vs. 4.19, pre- vs. post-course, respectively), quinsy (1.49 vs. 4.29), epistaxis (1.86 vs. 4.26), and otoscopy (2.03 vs. 4.10) improved significantly
(p < 0.01). Delegates rated the quality and quantity of medical school teaching as 2.23 and 1.77, respectively.

Conclusions: The inadequacy of otorhinolaryngology teaching can lead to insufficient preparation of junior doctors and may have implications in the quality of care given to patients with otorhinolaryngological conditions. Alternate means of delivery of teaching need to be sought to better prepare the next generation of otorhinolaryngologists.