A systematic review of best practices in teaching ophthalmology to medical students

Succar, Tony; Grigg, John; Beaver, Hilary A.; Lee, Andrew G.

doi:10.1016/j.survophthal.2015.09.001

Cited by 75 publications

(76 citation statements)

References 88 publications

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“…The global trend in population aging calls for an increased number of well-trained ophthalmologists to provide eye care to the elderly, who commonly suffer from ophthalmic disorders, including cataract (and intraocular lens-related problems), age-related macular degeneration (AMD), and diabetes retinopathy [1–5]. Ophthalmic education is essential not only for the training of future ophthalmologists, but also for medical practitioners from other disciplines in general, as visual system dysfunction may provide clues for the diagnosis of systemic diseases [6,7].…”

Section: Introductionmentioning

confidence: 99%

“…Ophthalmology clerkship offers medical students a valuable opportunity to develop core competencies in ophthalmic clinical training, including patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice [8]. However, the constraints in time, teacher availability, funding, and resources allotted to ophthalmic education has gradually marginalized the ophthalmology clerkship in medical schools worldwide [1]. Lack of a solid foundation of ophthalmic knowledge and skills result in increased chances of misdiagnosis in daily clinical practice [9].…”

Section: Introductionmentioning

confidence: 99%

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Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

162

172

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Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

162

172

View full text Add to dashboard Cite

show abstract

“…Concurrent with the increasing need for ophthalmic care providers, ophthalmology education, however, has been marginalized worldwide as a consequence of decreasing curriculum time[12]. This requires ophthalmic educators to disseminate complex information to students in a more effective way.…”

Section: Introductionmentioning

confidence: 99%

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

et al. 2017

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Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

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“…Two‐thirds of working age adults who are sight impaired are unemployed, and one‐third of adults who experience vision loss suffer from depression, yet 80% of vision impairment globally is preventable . Ophthalmic patient presentations are common within the primary care setting, constituting nearly 20% of emergency and 2–19% of general practice consultations . Age‐related eye diseases are also becoming more prevalent due to a growing aged population .…”

Section: Introductionmentioning

confidence: 99%

Sharpening the focus on ophthalmology teaching: perceptions of medical students and junior medical officers

Zhang

Hepschke

Shulruf

et al. 2018

Clinical Exper Ophthalmology

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A systematic review of best practices in teaching ophthalmology to medical students

Cited by 75 publications

References 88 publications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Sharpening the focus on ophthalmology teaching: perceptions of medical students and junior medical officers

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