Ganzel T M, Martinez S A
Department of Surgery, University of Louisville, KY 40292.
Otolaryngol Head Neck Surg. 1989 Apr;100(4):339-44. doi: 10.1177/019459988910000416.
If our broad goal for undergraduate education is to prepare students for residency and the eventual practice of medicine, the specific knowledge and skills we teach should reflect those that will be required of them to perform well as residents and practicing physicians. To determine and compare priority goals and objectives, we surveyed otolaryngology educators, a representative group of physicians in practice, and a representative group of residents. Participants were asked to evaluate the level of knowledge and skills necessary for students to attain in various areas of otolaryngology by ranking each item by a score of 0 to 3 according to its required depth of knowledge or skill. A rank "order of importance" was developed based on mean scores. The highest-ranking areas of knowledge were otitis media, airway obstruction, tonsillitis, and croup/epiglottitis, whereas the highest-ranking skills were history and physical examination of the head and neck, throat cultures, and use of the otoscope and pneumatoscope. The lowest-ranking areas of knowledge were voice disorders and ear deformities, whereas the lowest-ranking skills were interpreting electronystagmograms and stapedial reflex testing. We review the findings of our survey and comment on their role in undergraduate curriculum planning for otolaryngology.
如果我们本科教育的总体目标是让学生为住院医师培训及最终的医学实践做好准备，那么我们所教授的具体知识和技能就应该反映出他们作为住院医师和执业医生出色履行职责所需的知识和技能。为了确定并比较优先目标和目的，我们对耳鼻喉科教育工作者、一组具有代表性的执业医生以及一组具有代表性的住院医师进行了调查。参与者被要求根据学生在耳鼻喉科各个领域所需知识或技能的深度，以0至3分对每个项目进行评分，从而评估学生需要掌握的知识和技能水平。基于平均得分得出了“重要性排序”。知识方面排名最高的领域是中耳炎、气道阻塞、扁桃体炎以及哮吼/会厌炎，而技能方面排名最高的是头颈部的病史采集和体格检查、咽喉培养以及耳镜和鼻镜的使用。知识方面排名最低的领域是嗓音障碍和耳部畸形，而技能方面排名最低的是眼震电图解读和镫骨肌反射测试。我们回顾了调查结果，并对其在耳鼻喉科本科课程规划中的作用进行了评论。
