Stacey L Ishman1,2,3, C Matthew Stewart4, Ethan Senser5, Rosalyn W Stewart6,7, James Stanley8, Kevin D Stierer8, James R Benke4, David E Kern6. 1. Division of Pediatric Otolaryngology-Head and Neck Surgery, Cincinnati, Ohio. 2. Division of Pulmonary Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio. 3. Department of Otolaryngology-Head and Neck Surgery, Cincinnati, Ohio. 4. Department of Otolaryngology-Head and Neck Surgery, Johns Hopkins University School of Medicine, Baltimore, Maryland, U.S.A. 5. University of Cincinnati College of Medicine, Cincinnati, Ohio. 6. Department of Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, U.S.A. 7. Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, U.S.A. 8. Department of Anesthesia and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, U.S.A.
Abstract
OBJECTIVE: Although 25% of primary care complaints are otolaryngology related, otolaryngology instruction is not required in most medical schools. Our aim was to systematically review existing literature on the inclusion of otolaryngology in undergraduate medical education. DATA SOURCES: PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature, and Education Resources Information Center. STUDY DESIGN/REVIEW METHODS: Our search encompassed all indexed years through December 29, 2014. Inclusion criteria were English language, original human data, and a focus on medical student education. Data regarding study design, teacher, educational topic, educational methods, and setting were extracted from each article. Two investigators independently reviewed all articles. RESULTS: Our initial search yielded 436 articles; 87 underwent full-text evaluation and 47 remained in the final review. The majority of studies were conducted in the United States (40%), United Kingdom (23%), and Canada (17%) and represented a single institutional experience. Studies were classified as needs assessments (36%), curriculum descriptions (15%), educational methods (36%), and skills assessments (32%); 81% were levels of evidence 3 or 4. Most reports indicated that otolaryngology rotations are not compulsory. CONCLUSIONS: Studies indicated the need for increased exposure to otolaryngology. Educational methods such as team-based learning, simulation, online learning, and clinical skills assessments may offer ways to increase exposure without overburdening clinical faculty and require further study. Data suggest that a universal otolaryngology medical student curriculum would be valuable and aid in resource sharing across institutions. We recommend that an assessment be performed to determine topics and skills that should comprise this curriculum. LEVEL OF EVIDENCE: NA.
OBJECTIVE: Although 25% of primary care complaints are otolaryngology related, otolaryngology instruction is not required in most medical schools. Our aim was to systematically review existing literature on the inclusion of otolaryngology in undergraduate medical education. DATA SOURCES: PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature, and Education Resources Information Center. STUDY DESIGN/REVIEW METHODS: Our search encompassed all indexed years through December 29, 2014. Inclusion criteria were English language, original human data, and a focus on medical student education. Data regarding study design, teacher, educational topic, educational methods, and setting were extracted from each article. Two investigators independently reviewed all articles. RESULTS: Our initial search yielded 436 articles; 87 underwent full-text evaluation and 47 remained in the final review. The majority of studies were conducted in the United States (40%), United Kingdom (23%), and Canada (17%) and represented a single institutional experience. Studies were classified as needs assessments (36%), curriculum descriptions (15%), educational methods (36%), and skills assessments (32%); 81% were levels of evidence 3 or 4. Most reports indicated that otolaryngology rotations are not compulsory. CONCLUSIONS: Studies indicated the need for increased exposure to otolaryngology. Educational methods such as team-based learning, simulation, online learning, and clinical skills assessments may offer ways to increase exposure without overburdening clinical faculty and require further study. Data suggest that a universal otolaryngology medical student curriculum would be valuable and aid in resource sharing across institutions. We recommend that an assessment be performed to determine topics and skills that should comprise this curriculum. LEVEL OF EVIDENCE: NA.
Authors: Kevin J Choi; Russel R Kahmke; Matthew G Crowson; Liana Puscas; Richard L Scher; Seth M Cohen Journal: JAMA Otolaryngol Head Neck Surg Date: 2017-05-01 Impact factor: 6.223