Differences in teaching about the acute sore throat within one medical faculty

C. Brooker, Max Kamien, A. Ward

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Objectives To examine the consistency of teaching about the acute sore throat in four departments in one medical faculty, and to determine whether there is agreement between what is taught and the evidence-based literature.Design Cross-sectional study.Subjects 71 undergraduates and 15 postgraduate general practice registrars and four lecturers.Results Differences were identified in teaching about the diagnostic value of a throat swab, a full blood count and clinical scoring, as well as on the use of penicillin in suspected streptococcal pharyngitis. Only one department based their teaching on the evidence-based literature. No department discussed issues of cost-effectiveness. Half of the students identified discrepancies in the teaching about the sore throat and were initially confused by them.Conclusion One method of resolving disagreement between teachers from different disciplines is to rely on the evidence-based literature. This type of study can be useful in curricular development and in correcting teaching inconsistencies within a faculty.
Original languageEnglish
Pages (from-to)269-274
JournalMedical Education
Volume34
Issue number4
DOIs
Publication statusPublished - 2000

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Teaching
evidence
cross-sectional study
diagnostic
university teacher
teacher
costs
literature
student

Cite this

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Differences in teaching about the acute sore throat within one medical faculty. / Brooker, C.; Kamien, Max; Ward, A.

In: Medical Education, Vol. 34, No. 4, 2000, p. 269-274.

Research output: Contribution to journalArticle

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AB - Objectives To examine the consistency of teaching about the acute sore throat in four departments in one medical faculty, and to determine whether there is agreement between what is taught and the evidence-based literature.Design Cross-sectional study.Subjects 71 undergraduates and 15 postgraduate general practice registrars and four lecturers.Results Differences were identified in teaching about the diagnostic value of a throat swab, a full blood count and clinical scoring, as well as on the use of penicillin in suspected streptococcal pharyngitis. Only one department based their teaching on the evidence-based literature. No department discussed issues of cost-effectiveness. Half of the students identified discrepancies in the teaching about the sore throat and were initially confused by them.Conclusion One method of resolving disagreement between teachers from different disciplines is to rely on the evidence-based literature. This type of study can be useful in curricular development and in correcting teaching inconsistencies within a faculty.

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