Innovations in Ophthalmology Education: a Particular Instantiation of General Principles

Braun, Phillip X.; Encandela, John; Kombo, Ninani

doi:10.1007/s40670-020-01161-2

Cited by 2 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… 10 The relationship between satisfaction and long-term utilization plans are likely due to both their familiarity and ease of conversion to online formats, in contrast to teaching telehealth or physical exam skills remotely. However, as Braun et al have recently noted, the reliance on the traditional lecture format may come at an opportunity cost 11 since it fails to address skills gaps. 12 The low satisfaction and frequency of teaching telemedicine and physical exam skills online suggests that there is significant room for improvement.…”

Section: Discussionmentioning

confidence: 99%

Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19

Lee

Kemp

Kelly

et al. 2021

Journal of Academic Ophthalmology

View full text Add to dashboard Cite

Objective Abrupt changes in ophthalmology education caused by the COVID-19 pandemic have resulted in novel online curriculum development. The aims of this study were to identify (1) the scope of online curricula implemented both prior to and during the COVID-19 pandemic; (2) perception of educators on these online modalities; and (3) early lessons from online implementation that may guide future curricular planning. Methods Implementation of online curricula was evaluated by using a national online survey of Ophthalmology Directors of Medical Student Education (DMSE) via Qualtrics software. Participants Medical Student Educators of the Association of University Professors of Ophthalmology (AUPO) were surveyed. Results Fifty responses were collected, representing a 64.9% response rate. Prior to the COVID-19 pandemic, 44% of institutions had no online components in their courses, but 78.3% of institutions reported increasing online components in response to the pandemic. Required courses were significantly associated both with having implemented online components before the pandemic and implementing online-only versions of these courses in response to the pandemic. The three most popular modalities used for online teaching were lectures, interactive cases, and problem-based learning, with a median satisfaction of 4.0, 4.32, and 4.35, (out of five) respectively. The least popular modalities used were online teaching of physical exam skills and telemedicine, both with a median satisfaction of 2.5. Median overall educator satisfaction with online teaching was four (out of five). The most common weakness related to online teaching was the lack of effective physical exam skills training. Conclusion Our data demonstrate that most institutions successfully shifted their ophthalmology curriculum to a virtual and online version in response to the COVID-19 pandemic. DMSEs adapted quickly, transitioning in-person clinical courses, and extracurricular activities to online formats. Overall, educator satisfaction with online curricula was high. Integration of online curricula provides the opportunity to enrich institutional curriculums and overcome limitations imposed by decreasing curriculum time. This study reveals an early window into the utilization, strengths, and weaknesses of online ophthalmology education, which can serve as a guiding point to enhance ophthalmology curriculum development.

show abstract

Section: Discussionmentioning

confidence: 99%

Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19

Lee

Kemp

Kelly

et al. 2021

Journal of Academic Ophthalmology

View full text Add to dashboard Cite

show abstract

The Decline of Basic Ophthalmology in General Medical Education: A Scoping Review and Recommended Potential Solutions

Liao,

Wright,

Vora

2024

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

OBJECTIVE This literature review aims to explore research and conceptual pieces on the state of ophthalmology education and suggest potential ways to address current challenges. METHODS A search was conducted in PubMed, ERIC, Web of Science, and Google Scholar with combinations of the following search terms: “ophthalmology education,” “undergraduate medical education,” “medical student,” “United States,” and “Canada.” Eliminating irrelevant articles yielded 47 articles. Three were excluded because of region and focus, leaving 44. After examining the citations, we generated an additional 22 texts for review, totaling 66 articles. RESULTS Four primary themes were identified: (1) challenges to ophthalmological education in the U.S. and Canada, (2) potential remedies for optimizing ophthalmology curriculum, (3) technology in ophthalmology education, and (4) innovative ophthalmology teaching approaches. Major challenges included the lack of a standardized curriculum and inadequate clinical exposure and skills training. A number of remedies were proposed, such as standardizing curriculum and furthering faculty involvement, utilizing technology as time-effective learning aids, and employing innovative teaching approaches such as service learning. CONCLUSION In light of challenges in ophthalmology education, curriculum designers should consider Cognitive Load Theory (CLT) to assist students to remember meaningful exposures to ophthalmology knowledge and techniques. Based on CLT, we suggest two potential approaches to incorporating ophthalmology curriculum. The first is to embrace interdisciplinary collaborations and place ophthalmology knowledge in varied contexts to facilitate schema construction. The second is to incorporate ophthalmology diagnostics requirements into OSCEs and utilize simulation models for students to gradually increase the fidelity of tasks and devote cognitive resources fully to learning.

show abstract

Innovations in Ophthalmology Education: a Particular Instantiation of General Principles

Cited by 2 publications

References 6 publications

Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19

Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19

The Decline of Basic Ophthalmology in General Medical Education: A Scoping Review and Recommended Potential Solutions

Contact Info

Product

Resources

About