Improving neonatal transport in the Third World--technology or teaching?

Neonatal transport in the Third World remains hazardous because of a shortage of human and material resources. An audit of the transportation of 126 surgically ill neonates was undertaken to identify areas where improvement is possible. Failure to maintain simple interventions such as intravenous fluid replacement and nasogastric drainage were found to be more important than inadequate technology in defining the status of the patient on arrival. Investment in education is likely to pay greater dividends than further technological advances.     

Does academic advancement impact teaching performance of surgical faculty?

BACKGROUND: An important reason for young surgeons entering academic practice is to educate trainees. As clinical and administrative responsibility increases, teaching time is decreased. We attempted to determine if the teaching performance of surgeons declines with career advancement. METHODS: Between July 1998 and June 2002, all faculty at our institution were evaluated by medical students on the surgical clerkship. Surgeons were scored on clinical teaching (CLINIC), operating room teaching (OR), and overall teaching (ALL) with the use of a 4-point scale. Surgeons were grouped by years in practice; group scores were compared with ANOVA. RESULTS: A total of 6345 evaluations were completed on 74 academic surgeons. Junior surgeons (< or = 5 years) performed better in operating room teaching (P < .001), clinical teaching (P<.001), and overall teaching (P < .001) compared with those in practice more than 5 years. When junior surgeons were compared with the most senior faculty (> or = 15 years), the difference in all categories was even greater (P < .001). Tenure status had no relationship to teaching ability. CONCLUSIONS: Junior faculty surgeons were perceived to be more effective teachers when compared to senior faculty. With career advancement, faculty may devote less energy to teaching and become less effective. Therefore, continued emphasis should be placed on strengthening education skills throughout the surgical career.     

Are we teaching medical students what they need to know?

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.