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Ahmad TR, Ashraf DC, Kellman PJ, Krasne S, Ramanathan S. Training visual pattern recognition in ophthalmology using a perceptual and adaptive learning module. CANADIAN JOURNAL OF OPHTHALMOLOGY 2024; 59:e135-e141. [PMID: 36933567 DOI: 10.1016/j.jcjo.2023.01.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 01/18/2023] [Accepted: 01/24/2023] [Indexed: 03/17/2023]
Abstract
OBJECTIVE To evaluate the efficacy of a perceptual and adaptive learning module (PALM) for teaching the identification of 5 optic nerve findings. METHODS Second- through fourth-year medical students were randomized to the PALM or a video didactic lecture. The PALM presented the learner with short classification tasks consisting of optic nerve images. Learner accuracy and response time guided the sequencing of successive tasks until mastery was achieved. The lecture was a narrated video designed to simulate a portion of a traditional medical school lecture. Accuracy and fluency on a pretest, post-test, and 1-month delayed test were compared within and between groups. RESULTS Eighty-three students participated. Accuracy and fluency improved significantly (p < 0.001) from pretest to post-test for both the PALM (accuracy, Cohen's d = 2.94; fluency, d = 3.39) and the lecture (accuracy, d = 2.32; fluency, d = 1.06). For the delayed test, PALM performance remained significantly greater (p < 0.001) than the pretest in both accuracy (d = 0.89) and fluency (d = 1.16), whereas lecture performance remained greater in accuracy only (d = 0.44; p = 0.02). CONCLUSIONS The PALM facilitated visual pattern recognition for optic nerve diseases among novice learners using a single brief self-guided session. The PALM may be applied alongside traditional didactic lectures to expedite visual pattern recognition in ophthalmology.
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Affiliation(s)
- Tessnim R Ahmad
- Department of Ophthalmology, University of California San Francisco, San Francisco, CA
| | - Davin C Ashraf
- Department of Ophthalmology, University of California San Francisco, San Francisco, CA
| | - Philip J Kellman
- Department of Psychology, University of California Los Angeles, Los Angeles, CA
| | - Sally Krasne
- Department of Physiology, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA
| | - Saras Ramanathan
- Department of Ophthalmology, University of California San Francisco, San Francisco, CA.
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Wendt S, Abdullah Z, Barrett S, Daruwalla C, Go JA, Le B, Li E, Livingston C, Miller M, Nakhleh L, Pecha J, Pothula S, Pradhan S, Sathappan V, Shah A, Sonuyi AM, Ugoh P, Wang Q, Weber N, Succar T, Blieden L, Mortensen P, Elkin Z, Sun G, Lee AG. A virtual COVID-19 ophthalmology rotation. Surv Ophthalmol 2021; 66:354-361. [PMID: 33058927 PMCID: PMC7550053 DOI: 10.1016/j.survophthal.2020.10.001] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 09/30/2020] [Accepted: 10/05/2020] [Indexed: 11/09/2022]
Abstract
The coronavirus (COVID-19) pandemic temporarily suspended medical student involvement in clinical rotations, resulting in the need to develop virtual clinical experiences. The cancellation of clinical ophthalmology electives and away rotations reduces opportunities for exposure to the field, to network with faculty, conduct research, and prepare for residency applications. We review the literature and discuss the impact and consequences of COVID-19 on undergraduate medical education with an emphasis on ophthalmic undergraduate medical education. We also discuss innovative learning modalities used from medical schools around the world during the COVID-19 pandemic such as virtual didactics, online cases, and telehealth. Finally, we describe a novel, virtual neuro-ophthalmology elective created to educate medical students on neuro-ophthalmology foundational principles, provide research and presentation opportunities, and build relationships with faculty members. These innovative approaches represent a step forward in further improving medical education in ophthalmology during COVID-19 pandemic and beyond.
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Affiliation(s)
| | | | | | | | | | - Brandon Le
- Baylor College of Medicine, Houston, Texas, USA
| | - Elijah Li
- Baylor College of Medicine, Houston, Texas, USA
| | | | | | | | | | | | | | | | - Alay Shah
- Baylor College of Medicine, Houston, Texas, USA
| | | | - Peter Ugoh
- Baylor College of Medicine, Houston, Texas, USA
| | | | | | - Tony Succar
- Massachusetts Eye and Ear, Department of Ophthalmology, Harvard Medical School, Boston, Massachusetts, USA; Save Sight Institute, Discipline of Ophthalmology, The University of Sydney, Sydney, Australia
| | - Lauren Blieden
- Department of Ophthalmology, Baylor College of Medicine, Houston, Texas, USA
| | - Peter Mortensen
- Department of Ophthalmology, Blanton Eye Institute, Houston Methodist Hospital, Houston, Texas, USA
| | - Zachary Elkin
- Department of Ophthalmology, NYU Grossman School of Medicine, New York, New York, USA
| | - Grace Sun
- Department of Ophthalmology, Weill Cornell Medicine, New York, New York, USA
| | - Andrew G Lee
- Department of Ophthalmology, Blanton Eye Institute, Houston Methodist Hospital, Houston, Texas, USA; Departments of Neurology, Neurosurgery, and Ophthalmology, Weill Cornell Medicine, New York, New York, USA; Department of Ophthalmology, University of Texas Medical Branch, Galveston, Texas, USA; Department of Ophthalmology, University of Texas MD Anderson Cancer Center, Houston, Texas, USA; Department of Ophthalmology, Texas A&M University College of Medicine, Houston, Texas, USA; Baylor College of Medicine and the Center for Space Medicine, Houston, Texas, USA; University of Iowa Hospitals and Clinics, Iowa City, Iowa, USA; University of Buffalo, Buffalo, New York, USA.
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3
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Vallée A, Blacher J, Cariou A, Sorbets E. Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis. J Med Internet Res 2020; 22:e16504. [PMID: 32773378 PMCID: PMC7445617 DOI: 10.2196/16504] [Citation(s) in RCA: 180] [Impact Index Per Article: 45.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2019] [Revised: 11/07/2019] [Accepted: 11/13/2019] [Indexed: 02/06/2023] Open
Abstract
Background Blended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education. Objective The aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education. Methods We performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies. Results A total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI –0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI –0.45 to 0.52, I2=93.4%) were not significant. Conclusions From this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.
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Affiliation(s)
- Alexandre Vallée
- Diagnosis and Therapeutic Center, Hypertension and Cardiovascular Prevention Unit, Hôtel-Dieu Hospital, Assistance Publique-Hôpitaux de Paris, Paris-Descartes University, Paris, France
| | - Jacques Blacher
- Diagnosis and Therapeutic Center, Hypertension and Cardiovascular Prevention Unit, Hôtel-Dieu Hospital, Assistance Publique-Hôpitaux de Paris, Paris-Descartes University, Paris, France
| | | | - Emmanuel Sorbets
- Diagnosis and Therapeutic Center, Hypertension and Cardiovascular Prevention Unit, Hôtel-Dieu Hospital, Assistance Publique-Hôpitaux de Paris, Paris-Descartes University, Paris, France
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Huang PH, Haywood M, O'Sullivan A, Shulruf B. A meta-analysis for comparing effective teaching in clinical education. MEDICAL TEACHER 2019; 41:1129-1142. [PMID: 31203692 DOI: 10.1080/0142159x.2019.1623386] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Aim: Many factors affect learning outcomes, however studies comparing the effectiveness of different clinical teaching methods are limited. We utilize the list of influences on educational achievement compiled by John Hattie to inform a meta-analysis of learning effect sizes (ESs) associated with teaching-learning factors (TLFs) in clinical education. Methods: A literature search was conducted in PubMed to identify articles examining clinically relevant TLFs. Selection criteria were applied to identify learner-focused studies, with subsequent categorization by study design (pretest-posttest or controlled group). The Cohen's ES (d) for each TLF was extracted and a pooled ES determined. Results: From 3454 studies, 132 suitable articles enabled analysis of 16 TLFs' ESs. In general, ESs derived from pretest-posttest data were larger than those from controlled group designs, probably due to learner maturation effect. The TLFs of mastery learning, small group learning and goal settings possessed the largest ESs (d ≥ 0.8), while worked examples, play programs, questioning, concept mapping, meta-cognitive strategies, visual-perception programs and teaching strategies demonstrated ESs between 0.4 and 0.8. Conclusions: This is the first study to provide a rigorous and comprehensive overview of the effectiveness of TLFs in clinical education. We discuss the practical traits shared by effective TLFs which may assist teaching design.
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Affiliation(s)
- Pin-Hsiang Huang
- Office of Medical Education, University of New South Wales , Sydney , Australia
| | - Matthew Haywood
- Office of Medical Education, University of New South Wales , Sydney , Australia
| | - Anthony O'Sullivan
- Faculty of Medicine, University of New South Wales , Sydney , Australia
- Department of Endocrinology, St George and Sutherland Clinical School , Sydney , Australia
| | - Boaz Shulruf
- Office of Medical Education, University of New South Wales , Sydney , Australia
- Centre for Medical and Health Sciences Education, University of Auckland , Auckland , New Zealand
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5
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A comparison of undergraduate clinical ophthalmology learning methods: smart phone television display versus slit-lamp teaching telescope. Can J Ophthalmol 2017; 52:385-391. [DOI: 10.1016/j.jcjo.2016.11.032] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2016] [Accepted: 11/14/2016] [Indexed: 11/19/2022]
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6
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Evaluation of Canadian undergraduate ophthalmology medical education at Western University. Can J Ophthalmol 2016; 51:373-377. [DOI: 10.1016/j.jcjo.2016.04.024] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2015] [Accepted: 04/10/2016] [Indexed: 11/21/2022]
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Stokes CW, Cannavina C, Cannavina G. The state of readiness of student health professionals for web-based learning environments. Health Informatics J 2016. [DOI: 10.1177/1460458204045434] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The health professions are increasing the placement of students within working environments in other institutions and the community. The aim of this study was to assess the readiness for online and web-based learning of future health professionals at the University of Sheffield prior to the establishment of a national web-based Inter-professional Learning Network (WILeN). A link to a short survey was distributed to the Medical Faculty at Sheffield and 191 valid responses were received. Only 62 per cent of students had access to an Internet-connected computer at home. Most students (95.8%) checked their e-mail every few days or more, with slightly less (82.8%) using the web frequently. Relevant technologies were often never used, including internet relay chat, message forums and video conferencing. However, 66 per cent of students had used computer aided learning packages. Future use of online continuing professional education material is likely to be limited.
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Affiliation(s)
- Christopher W. Stokes
- WILeN Project, Department of Adult Dental Care, School of Clinical
Dentistry, University of Sheffield, Claremont Crescent, Sheffield S10 2TA,
UK,
| | - Cenwein Cannavina
- Department of Adult Dental Care, School of Clinical Dentistry, University
of Sheffield
| | - Giuseppe Cannavina
- WILeN and iCT Projects, Department of Adult Dental Care, School of
Clinical Dentistry, University of Sheffield, Claremont Crescent, Sheffield
S10 2TA, UK,
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8
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Wu DJ, Greenberg PB. A Self-Directed Preclinical Course in Ophthalmic Surgery. JOURNAL OF SURGICAL EDUCATION 2016; 73:370-374. [PMID: 26705060 DOI: 10.1016/j.jsurg.2015.11.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2015] [Revised: 09/30/2015] [Accepted: 11/02/2015] [Indexed: 06/05/2023]
Abstract
OBJECTIVE Medical students receive limited exposure to ophthalmology and ophthalmic surgery in the preclinical curriculum. To address this gap, the authors designed a self-directed preclinical elective course in ophthalmic surgery offered in the 2013-2014 academic year to all first- and second-year students at the study institution. DESIGN Prospective cohort study with anonymous Likert-style questionnaires and qualitative responses. SETTING Warren Alpert Medical School of Brown University, Providence, RI. PARTICIPANTS All current first- and second-year medical students at the Warren Alpert Medical School of Brown University enrolled in the preclinical elective in 2013-2014 were eligible to participate in the study. METHODS The course had 3 components: (1) 4 web-based didactic modules on common ophthalmic conditions with slide sets, surgical procedure videos and animations, and mandatory premodule and postmodule quizzes to assess for competency; (2) a 3-hour interactive virtual surgery simulation session on cataract surgery-related tasks; (3) a total of 2 shadowing experiences in the clinic and in the operating room. Each student completed an anonymous precourse and postcourse Likert-style questionnaire that assessed exposure to ophthalmology, favored components of the course, and interest in ophthalmology as a career. RESULTS Of the 22 students who signed up, 18 (81.8%) completed the course. Most students (76.5%; 14/18) felt there was inadequate exposure to ophthalmology in the medical curriculum. Students scored a mean of 44.0% on premodule assessments and 97.0% on postmodule assessments. All students completed the postcourse questionnaire: they all recommended the course to other medical students and increased their understanding of ophthalmology as a career. The most popular components of the course were the practical aspects of the elective (44.4%; 8/18) and virtual surgery simulation (44.4%; 8/18). CONCLUSIONS This course increased preclinical medical students' knowledge of ophthalmic surgery and suggests that flexible preclinical electives can help medical students explore clinical interests and career choices earlier in their medical education.
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Affiliation(s)
- Dominic J Wu
- Division of Ophthalmology, Warren Alpert Medical School of Brown University, Providence, Rhode Island
| | - Paul B Greenberg
- Division of Ophthalmology, Warren Alpert Medical School of Brown University, Providence, Rhode Island; Section of Ophthalmology, Providence Veteran Affairs Medical Center, Providence, Rhode Island.
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Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. J Med Internet Res 2016; 18:e2. [PMID: 26729058 PMCID: PMC4717286 DOI: 10.2196/jmir.4807] [Citation(s) in RCA: 285] [Impact Index Per Article: 35.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 08/28/2015] [Accepted: 10/07/2015] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND Blended learning, defined as the combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has grown rapidly and is now widely used in education. Concerns about the effectiveness of blended learning have led to an increasing number of studies on this topic. However, there has yet to be a quantitative synthesis evaluating the effectiveness of blended learning on knowledge acquisition in health professions. OBJECTIVE We aimed to assess the effectiveness of blended learning for health professional learners compared with no intervention and with nonblended learning. We also aimed to explore factors that could explain differences in learning effects across study designs, participants, country socioeconomic status, intervention durations, randomization, and quality score for each of these questions. METHODS We conducted a search of citations in Medline, CINAHL, Science Direct, Ovid Embase, Web of Science, CENTRAL, and ERIC through September 2014. Studies in any language that compared blended learning with no intervention or nonblended learning among health professional learners and assessed knowledge acquisition were included. Two reviewers independently evaluated study quality and abstracted information including characteristics of learners and intervention (study design, exercises, interactivity, peer discussion, and outcome assessment). RESULTS We identified 56 eligible articles. Heterogeneity across studies was large (I(2) ≥93.3) in all analyses. For studies comparing knowledge gained from blended learning versus no intervention, the pooled effect size was 1.40 (95% CI 1.04-1.77; P<.001; n=20 interventions) with no significant publication bias, and exclusion of any single study did not change the overall result. For studies comparing blended learning with nonblended learning (pure e-learning or pure traditional face-to-face learning), the pooled effect size was 0.81 (95% CI 0.57-1.05; P<.001; n=56 interventions), and exclusion of any single study did not change the overall result. Although significant publication bias was found, the trim and fill method showed that the effect size changed to 0.26 (95% CI -0.01 to 0.54) after adjustment. In the subgroup analyses, pre-posttest study design, presence of exercises, and objective outcome assessment yielded larger effect sizes. CONCLUSIONS Blended learning appears to have a consistent positive effect in comparison with no intervention, and to be more effective than or at least as effective as nonblended instruction for knowledge acquisition in health professions. Due to the large heterogeneity, the conclusion should be treated with caution.
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Affiliation(s)
- Qian Liu
- Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Science &Technology, Wuhan, China
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Succar T, Grigg J, Beaver HA, Lee AG. A systematic review of best practices in teaching ophthalmology to medical students. Surv Ophthalmol 2015; 61:83-94. [PMID: 26363187 DOI: 10.1016/j.survophthal.2015.09.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2015] [Revised: 09/04/2015] [Accepted: 09/04/2015] [Indexed: 10/23/2022]
Abstract
Ophthalmic medical student education is a cornerstone to improving eye health care globally. We review the current state of the literature, listing barriers to potential best practices for undergraduate ophthalmology teaching and learning within medical curricula. We describe recent advances and pedagogical approaches in ophthalmic education and propose specific recommendations for further improvements and research. Future research should concentrate on developing teaching and learning innovations that may result in a more time- and resource-effective models for interactive and integrated learning. As well as demonstrating that a competency-based approach results not just in better eye health, but also improvements in patient care, education, and medical care in general. By optimizing teaching available through improved evidence-based education, the ultimate goal is to increase medical students' knowledge and produce graduates who are highly trained in eye examination skills, resulting in improved patient eye care through timely diagnosis, referrals, and treatment.
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Affiliation(s)
- Tony Succar
- Department of Ophthalmology, Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, The University of Sydney, Sydney NSW, Australia; Envision Research Institute, Envision, Wichita, Kansas, USA; The Smith-Kettlewell Eye Research Institute, San Francisco, California, USA
| | - John Grigg
- Department of Ophthalmology, Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, The University of Sydney, Sydney NSW, Australia
| | - Hilary A Beaver
- Department of Ophthalmology, Blanton Eye Institute, Houston Methodist Hospital, Houston, Texas, USA; Department of Ophthalmology, The University of Texas Medical Branch, Galveston, Texas, USA; Department of Ophthalmology, Weill Cornell Medical College, New York, New York, USA
| | - Andrew G Lee
- Department of Ophthalmology, Blanton Eye Institute, Houston Methodist Hospital, Houston, Texas, USA; Department of Ophthalmology, The University of Texas Medical Branch, Galveston, Texas, USA; Department of Ophthalmology, Weill Cornell Medical College, New York, New York, USA; Department of Neurology, Weill Cornell Medical College, New York, New York, USA; Department of Neurological Surgery, Weill Cornell Medical College, New York, New York, USA; Department of Ophthalmology, Baylor College of Medicine, Houston, Texas, USA; Department of Head and Neck Surgery, The University of Texas MD Anderson Cancer Center, Houston, Texas, USA; Department of Ophthalmology, University of Iowa Hospitals and Clinics.
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11
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Re: Shah et al.: The state of ophthalmology medical student education in the United States and Canada, 2012 through 2013 (Ophthalmology 2014;121:1160-3). Ophthalmology 2015; 122:e19-20. [DOI: 10.1016/j.ophtha.2014.08.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2014] [Accepted: 08/11/2014] [Indexed: 11/24/2022] Open
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Succar T, Zebington G, Billson F, Byth K, Barrie S, McCluskey P, Grigg J. The impact of the Virtual Ophthalmology Clinic on medical students' learning: a randomised controlled trial. Eye (Lond) 2013; 27:1151-7. [PMID: 23867718 PMCID: PMC3806573 DOI: 10.1038/eye.2013.143] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2012] [Accepted: 04/15/2013] [Indexed: 11/09/2022] Open
Abstract
AIM The Virtual Ophthalmology Clinic (VOC) is an interactive web-based teaching module, with special emphasis on history taking and clinical reasoning skills. The purpose of this study was to determine the impact of VOC on medical students' learning. METHODS A randomised controlled trial (RCT) was conducted with medical students from the University of Sydney (n=188) who were randomly assigned into either an experimental (n=93) or a control group (n=95). A pre- and post-test and student satisfaction questionnaire were administered. Twelve months later a follow-up test was conducted to determine the long-term retention rate of graduates. RESULTS There was a statistically significant (P<0.001) within-subject improvement pre- to post rotation in the number of correctly answered questions for both the control and experimental groups (mean improvement for control 10%, 95% CI 1.3-2.6, and for experimental 17.5%, 95% CI 3.0-4.0). The improvement was significantly greater in the experimental group (mean difference in improvement between groups 7.5%, 95% CI 0.8-2.3, P<0.001). At 12 months follow-up testing, the experimental group scored on average 1.6 (8%) (95%CI 0.4 to 2.7, P=0.007) higher than the controls. CONCLUSION On the basis of a statistically significant improvement in academic performance and highly positive student feedback, the implementation of VOC may provide a means to address challenges to ophthalmic learning outcomes in an already crowded medical curriculum.
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Affiliation(s)
- T Succar
- Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, Sydney Eye Hospital Campus, The University of Sydney, Sydney, New South Wales, Australia
- Medical Education Unit, School of Medicine, The University of Western Sydney, Sydney, New South Wales, Australia
| | - G Zebington
- Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, Sydney Eye Hospital Campus, The University of Sydney, Sydney, New South Wales, Australia
| | - F Billson
- Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, Sydney Eye Hospital Campus, The University of Sydney, Sydney, New South Wales, Australia
| | - K Byth
- Sydney Medical School, The University of Sydney, Research Network South West Area Health Service, Westmead Hospital, Sydney, New South Wales, Australia
| | - S Barrie
- The Institute of Teaching and Learning, The University of Sydney, Sydney, New South Wales, Australia
| | - P McCluskey
- Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, Sydney Eye Hospital Campus, The University of Sydney, Sydney, New South Wales, Australia
| | - J Grigg
- Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, Sydney Eye Hospital Campus, The University of Sydney, Sydney, New South Wales, Australia
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Matava CT, Rosen D, Siu E, Bould DM. eLearning among Canadian anesthesia residents: a survey of podcast use and content needs. BMC MEDICAL EDUCATION 2013; 13:59. [PMID: 23617894 PMCID: PMC3648490 DOI: 10.1186/1472-6920-13-59] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2012] [Accepted: 04/15/2013] [Indexed: 05/10/2023]
Abstract
BACKGROUND Podcasts are increasingly being used in medical education. In this study, we conducted a survey of Canadian anesthesia residents to better delineate the content needs, format preferences, and usage patterns among anesthesia residents. METHODS 10/16 Canadian anesthesia program directors, representing 443/659 Canadian anesthesia residents, allowed their residents to be included in the study. 169/659 (24%) residents responded to our survey. A 17-item survey tool developed by the investigators was distributed by email eliciting information on patterns of podcast use, preferred content, preferred format, and podcast adjuncts perceived to increase knowledge retention. RESULTS 60% (91/151) had used medical podcasts with 67% of these users spending up to 1 hour per week on podcasts. 72.3% of respondents selected 'ability to review materials whenever I want' was selected by the majority of respondents (72%) as the reason they found podcasts to be valuable. No clear preference was shown for audio, video, or slidecast podcasts. Physiology (88%) and pharmacology (87%) were the most requested basic science topics while regional anesthesia (84%), intensive care (79%) and crisis resource management (86%) were the most requested for procedural, clinical and professional topics respectively. Respondents stated they would most likely view podcasts that contained procedural skills, journal article summaries and case presentations and that were between 5-15 minutes in duration A significantly greater proportion of senior residents (81%) requested podcasts on 'pediatric anesthesia' compared to junior residents 57% (P = 0.007). CONCLUSIONS The majority of respondents are using podcasts. Anesthesia residents have preferred podcast content, types, length and format that educators should be cognizant of when developing and providing podcasts.
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Affiliation(s)
- Clyde T Matava
- Department of Anesthesia and Pain Medicine, Hospital for Sick Children, Toronto, ON, Canada
- Department of Anesthesia, Faculty of Medicine, University of Toronito, Toronto, Ontario, Canada
| | - Derek Rosen
- Department of Anesthesia, Faculty of Medicine, University of Toronito, Toronto, Ontario, Canada
- Department of Anesthesia, Toronto General Hospital, University Hospital Network, Toronto, Ontario, Canada
| | - Eric Siu
- Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Dylan M Bould
- Department of Anesthesiology, Children’s Hospital of Eastern Ontario, University of Ottawa, Ottawa, ON, Canada
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15
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Handzel DM, Hesse L. Web-based training in German university eye hospitals - Education 2.0? GMS ZEITSCHRIFT FUR MEDIZINISCHE AUSBILDUNG 2011; 28:Doc43. [PMID: 21866245 PMCID: PMC3159203 DOI: 10.3205/zma000755] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2010] [Revised: 04/01/2011] [Accepted: 04/04/2011] [Indexed: 11/30/2022]
Abstract
PURPOSE To analyse web-based training in ophthalmology offered by German university eye hospitals. METHODS In January 2010 the websites of all 36 German university hospitals were searched for information provided for visitors, students and doctors alike. We evaluated the offer in terms of quantity and quality. RESULTS All websites could be accessed at the time of the study. 28 pages provided information for students and doctors, one page only for students, three exclusively for doctors. Four pages didn't offer any information for these target groups. The websites offered information on events like congresses or students curricular education, there were also material for download for these events or for other purposes. We found complex e-learning-platforms on 9 pages. These dealt with special ophthalmological topics in a didactic arrangement. In spite of the extensive possibilities offered by the technology of Web 2.0, many conceivable tools were only rarely made available. It was not always possible to determine if the information provided was up-to-date, very often the last actualization of the content was long ago. On one page the date for the last change was stated as 2004. CONCLUSION Currently there are 9 functional e-learning-applications offered by German university eye hospitals. Two additional hospitals present links to a project of the German Ophthalmological Society. There was a considerable variation in quantity and quality. No website made use of crediting successful studying, e.g. with CME-points or OSCE-credits. All German university eye hospitals present themselves in the World Wide Web. However, the lack of modern, technical as well as didactical state-of-the-art learning applications is alarming as it leaves an essential medium of today's communication unused.
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Baylis O, Murray PI, Dayan M. Undergraduate ophthalmology education - A survey of UK medical schools. MEDICAL TEACHER 2011; 33:468-71. [PMID: 21355698 DOI: 10.3109/0142159x.2010.540594] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Changes in the UK undergraduate medical curriculum mean that a clinical placement in ophthalmology is no longer a requirement. An ophthalmic assessment is necessary for a full physical examination and failure to elicit and interpret signs could mean missing sight and life-threatening pathology. This study was to investigate current undergraduate ophthalmology teaching. An email questionnaire, about the content and delivery of the ophthalmology teaching, was sent to each UK medical school in 2007/2008. The response rate was 83%. Nineteen (79%) medical schools had a compulsory attachment to the ophthalmology department with an average length of 7.6 days (range 3.5-15 days). There was variation as to how ophthalmology was included in the curriculum. Teaching methods and standards also varied. Finally, assessments ranged from formal written and practical exams in some medical schools to informal or non-existent ones in others. The most striking finding was the variation in ophthalmology education a student may receive, with some students receiving none. It is necessary to improve the profile of ophthalmology and ensure that all students achieve a minimum basic standard.
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Noble J, Somal K, Gill HS, Lam WC. An analysis of undergraduate ophthalmology training in Canada. Can J Ophthalmol 2009; 44:513-8. [DOI: 10.3129/i09-127] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
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Wittert GA, Nelson AJ. Medical education: revolution, devolution and evolution in curriculum philosophy and design. Med J Aust 2009; 191:35-7. [DOI: 10.5694/j.1326-5377.2009.tb02673.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2008] [Accepted: 03/31/2009] [Indexed: 11/17/2022]
Affiliation(s)
- Gary A Wittert
- School of Medicine, University of Adelaide, Adelaide, SA
| | - Adam J Nelson
- School of Medicine, University of Adelaide, Adelaide, SA
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Palmer EJ, Devitt PG. A method for creating interactive content for the iPod, and its potential use as a learning tool: technical advances. BMC MEDICAL EDUCATION 2007; 7:32. [PMID: 17888168 PMCID: PMC2174451 DOI: 10.1186/1472-6920-7-32] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2007] [Accepted: 09/22/2007] [Indexed: 05/11/2023]
Abstract
BACKGROUND Podcasting is currently a popular means of delivery of information with a large number of podcasts specifically tailored for educational purposes. It can be argued that the passive nature of this teaching methodology limits the educational benefit that can be derived from podcasts. This paper describes the development and construction of interactive material for the iPod, and a survey of student attitudes towards this type of learning material. METHODS The development of interactive material for an iPod is described in detail. This material was developed and demonstrated to 50 medical students. These students completed a paper-based survey on the potential uses of this technology, before and after a 20 minute presentation in class of an interactive case-study on an iPod. RESULTS A technical description of how to develop interactive content for the iPod was created. The results of the student survey indicate a favourable shift in student attitudes after viewing the interactive case. Despite only 15% of the students owning an iPod, 57% of the students were positive about having access to interactive iPod content and 59% believed they would use it whilst travelling. The percentage of students who felt podcasting was a useful means of learning increased from 9% to 41%. CONCLUSION The development of interactive content for the iPod is feasible. There are indications that students view interactive iPod cases as having value as an additional learning resource.
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Affiliation(s)
- Edward J Palmer
- Centre for Learning and Professional Development, University of Adelaide, Adelaide, Australia
- Disclipline of Surgery, University of Adelaide, Adelaide, Australia
| | - Peter G Devitt
- Disclipline of Surgery, University of Adelaide, Adelaide, Australia
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Palmer EJ, Devitt PG, De Young NJ, Morris D. Assessment of an electronic voting system within the tutorial setting: a randomised controlled trial [ISRCTN54535861]. BMC MEDICAL EDUCATION 2005; 5:24. [PMID: 16000178 PMCID: PMC1180440 DOI: 10.1186/1472-6920-5-24] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2004] [Accepted: 07/07/2005] [Indexed: 05/03/2023]
Abstract
BACKGROUND Electronic voting systems have been used in various educational settings with little measurement of the educational impact on students. The goal of this study was to measure the effects of the inclusion of an electronic voting system within a small group tutorial. METHOD A prospective randomised controlled trial was run at the Royal Adelaide Hospital, a teaching hospital in Adelaide, Australia. 102 students in their first clinical year of medical school participated in the study where an electronic voting system was introduced as a teaching aid into a standard tutorial. Long-term retention of knowledge and understanding of the topics discussed in the tutorials was measured and student response to the introduction of the electronic voting system was assessed. RESULTS Students using the electronic voting system had improved long-term retention of understanding of material taught in the tutorial. Students had a positive response to the use of this teaching aid. CONCLUSION Electronic voting systems can provide a stimulating learning environment for students and in a small group tutorial may improve educational outcomes.
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Affiliation(s)
- Edward J Palmer
- Centre for Learning and Professional Development, University of Adelaide, South Australia
| | - Peter G Devitt
- Department of Surgery, University of Adelaide, South Australia
| | | | - David Morris
- Department of Obstetrics and Gynaecology, University of Adelaide, South Australia
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Azer SA. A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course. ADVANCES IN PHYSIOLOGY EDUCATION 2005; 29:40-50. [PMID: 15718382 DOI: 10.1152/advan.00015.2004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM ("The Liver") integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged (P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM (P < 0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.
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Affiliation(s)
- Samy A Azer
- Faculty Education Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Parkville, Victoria, Australia.
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