Impact of a 1-Day Ophthalmology Experience on Medical Students

Quillen, David A.; Cantore, William A.

doi:10.1016/j.ophtha.2006.05.066

Cited by 26 publications

(19 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, the 46% of FM clerkship chart notes documenting funduscopy represents a significant improvement over the 11% observed in our pilot study with a prior class cohort. 9 This supports previous findings of successful skill transmission 9,13 and suggests, at least on a short-term basis, the added value of skills reinforcement during clinical training. Other factors that may have contributed to the lack of carryover effects of ophthalmic training include faculty comfort level with the examination, faculty devaluation of the potential contribution of eye findings in physical diagnosis, and precepting by subspecialist internists who might disregard the eye entirely in their assessment and grading of student performance.…”

Section: Discussionsupporting

confidence: 84%

A Prospective Study of the Longitudinal Effects of an Embedded Specialty Curriculum on Physical Examination Skills Using an Ophthalmology Model

2009

View full text Add to dashboard Cite

Additional training successfully reinforced skills performance, which nonetheless decayed when not habitually practiced. Neither physical diagnosis preceptor ratings nor excellent performance in the FM ophthalmology module predicted subsequent skills performance in other clerkships or on simulator testing. The present study supports a reiterative retraining model for teaching this and other specialty physical examination skills.

show abstract

Section: Discussionsupporting

confidence: 84%

A Prospective Study of the Longitudinal Effects of an Embedded Specialty Curriculum on Physical Examination Skills Using an Ophthalmology Model

2009

View full text Add to dashboard Cite

show abstract

“…The scores within the participating group were comparable to the results of similar small group, problem and case-based learning courses at the University of Wisconsin School of Medicine (mean pre-test score of 55% and post-test score of 89%) and Penn State College of Medicine (mean pre-test score of 55% and post-test score of 80%). 6,7 These results support the ability of this course to improve the understanding of common ophthalmology content among third-year medical students by increasing their medical knowledge.…”

Section: Discussionmentioning

confidence: 55%

“…This was in line with previous literature where approximately 98% of students graduating medical school do not pursue a career in ophthalmology. 6 However, students at the University of Colorado-Denver remained interested in learning more about ophthalmology and felt that the amount of time dedicated to ophthalmology in medical school was insufficient. These results highlight that medical students at this university recognize most of them will not go into the field, but many of them will still need baseline knowledge of diagnosis and treatment for basic ophthalmic diseases.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an Ophthalmology Session for Third-Year Medical Students at the University of Colorado School of Medicine

Kelley

Singh

2018

J Acad Ophthalmol

View full text Add to dashboard Cite

).Ophthalmology education in North American medical schools has declined significantly over the last few decades. The Association of University Professors of Ophthalmology (AUPO) has conducted several surveys of medical institutions to evaluate the state of ophthalmic education provided to medical students. The last survey conducted showed a steady decline from 68% in 2000 to 30% in 2004 AbstractBackground Medical school ophthalmology education continues to be marginalized, creating the challenge of teaching students how to adequately diagnose and manage common ocular diseases in a limited time. Objective This study aimed to improve the ophthalmic medical knowledge and clinical skills of third-year medical students. Methods This curriculum was provided to 76 out of 124 third-year medical students in the 2016 class at the University of Colorado-Denver School of Medicine program. It was a half-day session that incorporated lectures, problem-based cases, and clinical skills. Participating students were given a self-reflection survey on their knowledge at the beginning and end of the session. Participating students were given a pre-test and post-test 6 months later via SurveyMonkey. Another quiz was given to all students within the class. Comparisons of pre-and post-tests, pre-and post-surveys, and quiz results in the participating and nonparticipating groups were made. Results Participating students' mean pre-test score was 61.8% (n ¼ 76) and post-test score was 72.3% (n ¼ 47), p < 0.01, indicating a significant increase in knowledge. There was an increase in 2 points on the Likert scale of understanding in ophthalmology between surveys. Participating students received a quiz mean score of 61.2%, which was significantly higher than those in the nonparticipating group (54.3%), p < 0.05. Conclusion This session improved medical students' confidence and medical knowledge in ophthalmology.

show abstract

“…12 The basic information required for pediatricians to effectively manage most common eye disorders, and to recognize those that require referral to an ophthalmologist, can be acquired with relatively short training programs. [13][14][15][16] Time constraints are also the likely reason that many programs have difficulty finding ophthalmologists willing to assist in teaching. This difficulty could also be addressed by the development of focused programs that do not require extensive time commitments on the part of ophthalmologists.…”

Section: Discussionmentioning

confidence: 99%