Current state of otolaryngology head and neck surgery teaching in Canadian medical schools

Abstract

Vincent Wu, Joobin Sattar, Jason A. Beyea

Background: Ear, nose, and throat diseases can account for nearly 50% of primary care physician visits. This study aimed to evaluate the current state of Otolaryngology – Head and Neck Surgery (OtoHNS) teaching within Canadian medical schools. Method: Undergraduate OtoHNS course directors from all 17 Canadian medical schools were invited to participate in this cross-sectional study. The survey contained 41 questions, and evaluated both qualitative and quantitative aspects of the undergraduate OtoHNS curriculum. Results: Ten schools completed the survey; 59% response rate. Ninety percent of schools reported a dedicated pre-clerkship OtoHNS curriculum, with an average of 24.2 hours spent (SD 16.8, range 6–50 hours). During clerkship, a rotation in OtoHNS was offered across all the schools, but only mandated in two. Teaching modalities, such as simulation and web-based modules, were frequently used. One of the major barriers to achieving the ideal curriculum was identified as lack of dedicated time for OtoHNS. Conclusion: There appears to be a discrepancy in dedicated OtoHNS curricular time, especially during clerkship as reflected by mandatory rotations in only 20% of schools. The usage of simulation and web-based modules may serve to reduce this discrepancy, and enhance the learning experience for all undergraduate medical students.