Hostname: page-component-6766d58669-rxg44 Total loading time: 0 Render date: 2026-05-20T18:38:40.880Z Has data issue: false hasContentIssue false
  • English
  • Français

Online learning: an effective option for teaching ENT to medical students?

Published online by Cambridge University Press:  11 July 2022

A Ijaz Open the ORCID record for A Ijaz [Opens in a new window] ,
S Sundar ,
S Zuberi  and
S Richards
A Ijaz*
Affiliation:
Sheffield Medical School, University of Sheffield, Sheffield, UK
S Sundar
Affiliation:
ENT Department, Charing Cross Hospital, Imperial College Healthcare NHS Trust, London, UK
S Zuberi
Affiliation:
Department of Surgery, Royal Surrey NHS Foundation Trust, Guildford, UK
S Richards
Affiliation:
Sheffield Medical School, University of Sheffield, Sheffield, UK
*
Author for correspondence: Dr Ali Ijaz, Sheffield Medical School, University of Sheffield, Beech Hill Road, Broomhall, Sheffield S10 2RX, UK
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective

ENT is underrepresented in the curriculum, and this has been compounded by coronavirus disease 2019. Recent restructures have removed ENT placements from the curriculum. This lack of exposure needs to be addressed, and increased use of online learning represents an opportunity to facilitate this. This study aimed to evaluate whether online learning can effectively deliver undergraduate ENT teaching.

Methods

An online ENT module was created; content was structured on the Sheffield Medical School curriculum. Pre- and post-module tests and 5-point Likert scales were used to assess student knowledge and confidence, respectively.

Results

A total of 115 participants were recruited. Test scores improved by 29 per cent (p < 0.001) and confidence by 66 per cent. Anatomy and ENT conditions demonstrated significant improvement in confidence, with a lower confidence score for examination.

Conclusion

This study showed improved knowledge and confidence, whilst highlighting greater efficacy in content over practical skills teaching. Online learning is a validated educational tool; however, it should not be used as a replacement but as an adjunct to supplement learning.

Keywords

OtolaryngologyDistance EducationMedical StudentsMedical EducationTeaching

Information

Type
Main Article
Information
The Journal of Laryngology & Otology , Volume 137 , Issue 5 , May 2023 , pp. 560 - 564
Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press on behalf of J.L.O. (1984) LIMITED

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

Dr A Ijaz takes responsibility for the integrity of the content of the paper

References

Griffiths, E. Incidence of ENT problems in general practice. J R Soc Med 1979;72:740–2CrossRefGoogle ScholarPubMed
Whitcroft, KL, Moss, B, McRae, A. ENT and airways in the emergency department: national survey of junior doctors’ knowledge and skills. J Laryngol Otol 2016;130:183–9CrossRefGoogle ScholarPubMed
Patel, B, Saeed, SR, Smith, S. The provision of ENT teaching in the undergraduate medical curriculum: a review and recommendations. J Laryngol Otol 2021;135:610–15CrossRefGoogle ScholarPubMed
Khan, MM, Saeed, SR. Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice? J Laryngol Otol 2012;126:340–4CrossRefGoogle ScholarPubMed
Walker, M, Stapleton, E. Undergraduate experience of ENT teaching during the coronavirus disease 2019 pandemic: a qualitative study. J Laryngol Otol 2021;135:741–5CrossRefGoogle ScholarPubMed
Plch, L. Perception of technology-enhanced learning by medical students: an integrative review. Med Sci Educ 2020;30:1707–20CrossRefGoogle ScholarPubMed
Pandya, A, Mistry, D, Owens, D. Anatomical models versus nontactile distanced learning in otolaryngology teaching. Surg J (N Y) 2021;7:259–64Google ScholarPubMed
Ferguson, GR, Bacila, IA, Swamy, M. Does current provision of undergraduate education prepare UK medical students in ENT? A systematic literature review. BMJ Open 2016;6:e010054CrossRefGoogle ScholarPubMed
Sharma, M, Murphy, R, Doody, GA. Do we need a core curriculum for medical students? A scoping review. BMJ Open 2019;9:e027369CrossRefGoogle Scholar
Alnabelsi, T, Al-Hussaini, A, Owens, D. Comparison of traditional face-to-face teaching with synchronous e-learning in otolaryngology emergencies teaching to medical undergraduates: a randomised controlled trial. Eur Arch Otorhinolaryngol 2015;20:759–63CrossRefGoogle Scholar
Tarpada, SP, Hsueh, WD, Gibber, MJ. Resident and student education in otolaryngology: a 10-year update on e-learning. Laryngoscope 2017;127:E219–24CrossRefGoogle ScholarPubMed
Chin, RYK, Tjahjono, R, Rutledge, MJR, Lambert, T, Deboever, N. The evaluation of e-learning resources as an adjunct to otolaryngology teaching: a pilot study. BMC Med Educ 2019;3:181CrossRefGoogle Scholar
Schuster-Bruce, J, Davies, A, Conchie, H, Penfold, O, Wilson, E, Waddell, A. A near-peer teaching module to supplement current undergraduate teaching in ENT surgery. Med Sci Educ 2020;30:689–93CrossRefGoogle ScholarPubMed
Patel, B, Gera, R, Lozidou, A, Hannan, SA, Saeed, SR. The provision of undergraduate clinical placements in ENT during the coronavirus disease 2019 pandemic - exploring patient perspectives on a variety of approaches. J Laryngol Otol 2021;135:737–40CrossRefGoogle ScholarPubMed
Ruthberg, JS, Quereshy, HA, Ahmadmehrabi, S, Trudeau, S, Chaudry, E, Hair, B et al. A multimodal multi-institutional solution to remote medical student education for otolaryngology during COVID-19. Otolaryngol Head Neck Surg 2020;163:707–9CrossRefGoogle ScholarPubMed
Bhalla, S, Beegun, I, Awad, Z, Tolley, N. Simulation-based ENT induction: validation of a novel mannequin training model. J Laryngol Otol 2020;134:74–80CrossRefGoogle ScholarPubMed
Musbahi, O, Aydin, A, Al Omran, Y, Skilbeck, CJ, Ahmed, K. Current status of simulation in otolaryngology: a systematic review. J Surg Educ 2017;74:203–15CrossRefGoogle ScholarPubMed
Maniam, P, Schnell, P, Dan, L, Portelli, R, Erolin, C, Mountain, R et al. Exploration of temporal bone anatomy using mixed reality (HoloLens): development of a mixed reality anatomy teaching resource prototype. J Vis Commun Med 2020;43:17–26CrossRefGoogle ScholarPubMed
Rose, AS, Kim, H, Fuchs, H, Frahm, JM. Development of augmented-reality applications in otolaryngology–head and neck surgery. Laryngoscope 2019;129(suppl 3):S1–11CrossRefGoogle ScholarPubMed
Al Janabi, HF, Aydin, A, Palaneer, S, Macchione, N, Al-Jabir, A, Khan, MS et al. Effectiveness of the HoloLens mixed-reality headset in minimally invasive surgery: a simulation-based feasibility study. Surg Endosc 2020;34:1143–9CrossRefGoogle ScholarPubMed
Stojanovska, M, Tingle, G, Tan, L, Ulrey, L, Simonson-Shick, S, Mlakar, J et al. Mixed reality anatomy using Microsoft HoloLens and cadaveric dissection: a comparative effectiveness study. Med Sci Educ 2020;30:173–8CrossRefGoogle ScholarPubMed
Rafi, D, Stackhouse, AA, Walls, R, Dani, M, Cowell, A, Hughes, E et al. A new reality: bedside geriatric teaching in an age of remote learning. Future Healthc J 2021;8:714–16CrossRefGoogle Scholar