A Qualitative Descriptive Exploration of Stakeholder Perceptions of a National Ear, Nose, and Throat Emergency Course

In the United Kingdom (UK), resident doctors frequently rotate through specialties, and many begin ear, nose, and throat (ENT) placements with limited prior experience, highlighting the importance of structured induction. The West Midlands ENT Emergency Course (WMEEC) is a national program combining lectures and practical skills stations to prepare new ENT doctors to manage common emergencies safely.

This study aims to evaluate the WMEEC following a decline in faculty and delegate attendance by exploring the perspectives of key stakeholders involved in the December 2023 course.

A qualitative descriptive study employing semi-structured focus groups and interviews, with structured processes for recruitment, data collection, and reflexive thematic analysis. The interview guide and analysis were informed by experiential learning and motivation theory. Ethical approval was granted by the University of Dundee and a local hospital trust, with informed consent obtained from all participants.

The WMEEC, delivered in the West Midlands, UK, consists of didactic lectures and hands-on practical skills stations.

Twenty-five stakeholders were invited using purposive sampling. Following the exclusion of senior house officers (SHOs) with direct supervisory relationships to the researcher, 13 participated. Participants represented five stakeholder groups: ENT SHO delegates, ENT SHO non-delegates, ENT registrar faculty, ENT registrar non-faculty, and ENT consultants.

Reflexive thematic analysis generated 54 codes across three key themes: pedagogical framework, facilitators and barriers to participation, and operational structure. Participants viewed the course as valuable, particularly for its practical sessions and concise lectures, and perceived improved confidence among SHOs following attendance. Faculty were motivated by altruism and a desire to support training, while SHOs were driven by skill development and career progression. Reported barriers included course cost and weekend scheduling.

This study provides stakeholder-informed insights into the strengths and limitations of the WMEEC. Participants suggested that incorporating blended or online learning may enhance accessibility and sustainability. While findings are specific to one region and course, they highlight the value of ongoing, stakeholder-driven evaluation in improving specialty induction programs.