The Impact of Short, Structured ENT Teaching Interventions on Junior Doctors' Confidence and On-Call Preparedness: A Systematic Review

Abstract

Background/objectives: Ear, nose, and throat (ENT) presentations are common across the UK healthcare system and are often managed initially by junior doctors on call. Short, structured teaching interventions (e.g., boot camps and simulation workshops) have been introduced to improve confidence and preparedness. This review evaluated evidence published since 2015 on such ENT teaching interventions for junior doctors, examining effectiveness, study design, and outcome measures. Methods: Five databases were searched (January 2015-July 2025). Eligible studies assessed ENT-specific courses for junior doctors and reported outcomes on confidence, preparedness, knowledge, or performance. Study quality was appraised using the Medical Education Research Study Instrument (MERSQI). Owing to heterogeneity, findings were narratively synthesised in line with Synthesis Without Meta-analysis (SWiM) guidance. Results: Eleven studies (n = 591) met inclusion criteria: nine single-group pre-post studies, one two-group comparative study, and one randomised controlled trial (RCT). Most studies reported increased confidence after the interventions, while three also showed gains in knowledge. A minority reported improvement using blinded performance assessments. Overall methodological quality assessed using MERSQI scores was moderate (mean 10.0/18). Limitations included reliance on self-reported outcomes, limited use of control groups, and generally short follow-up periods. Conclusions: Short, structured ENT courses for junior doctors are associated with immediate improvements in confidence and knowledge, with some evidence of objective performance gains. However, the predominance of single-arm designs and brief follow-up limits causal inference and conclusions regarding retention, workplace behaviour, and patient outcomes. More robust comparative studies with blinded assessment and longitudinal follow-up are needed to determine sustained impact.