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"Ophthalmology Study and teaching"
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Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China
Background
To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates.
Methods
The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, including on elementary knowledge and case analysis, in the two groups were analysed.
Results
There were no statistically significant differences between the teachers and students in the baseline data. More students agreed that the BOPPPS-CBL model helped develop their problem-solving skills, analytical skills and motivation for learning better than the LBL model. There was no significant difference in learning pressure between the two groups. The final examination scores of the BOPPPS-CBL group were significantly higher than those of the LBL group. The overall course satisfaction of the BOPPPS-CBL group was obviously higher than that of the LBL group.
Conclusions
The BOPPPS-CBL model is an effective ophthalmology teaching method for five-year paediatric undergraduates.
Journal Article
Evaluating the impact of undergraduate ophthalmology education on medical students’ competency in eye care: a cross-sectional study in Jordan
Background
Ophthalmology is a crucial aspect of primary care, often featuring prominently in both general practice and emergency settings. With over 2 billion individuals worldwide affected by visual impairment, proficiency in basic ophthalmology is essential for general practitioners and emergency physicians.
Methods
A cross-sectional study was conducted involving 624 medical students from six universities in Jordan. Data were collected using a questionnaire assessing knowledge, diagnostic abilities, and treatment skills in ophthalmology, alongside demographic information and student satisfaction with their ophthalmology rotations. Statistical analyses were performed using SPSS to identify significant associations between variables, with a p-value of less than 0.05 considered statistically significant. Informed consent was obtained from all participants.
Results
The majority of participants (44.6%) were 23 years old, and 59.8% were female. A significant proportion demonstrated proficiency in basic ophthalmic science, particularly in recognizing refractive problems and anatomical structures of the eye. Gaps were identified in understanding advanced topics such as aqueous regulation and the social-psychological impacts of visual impairment. Diagnostic abilities varied, with most students proficient in diagnosing common conditions like conjunctivitis and cataracts, but less so in identifying complex issues like intraocular foreign bodies. Treatment skills were generally lower, with significant disparities based on university affiliation and cumulative averages. Satisfaction with the ophthalmology rotation was positively correlated with better knowledge and diagnostic abilities.
Conclusion
The study highlights the variable proficiency in ophthalmic knowledge and skills among medical students, influenced by factors such as university affiliation and satisfaction with ophthalmology rotations.
Journal Article
Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
Purpose
To evaluate undergraduate medical students’ perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions.
Methods
The prospective study compared the lateral thinking method (LTM) versus the traditional didactic method in teaching clinical ocular anatomy. Two hundred seventy-two medical students who underwent ophthalmology clerkships were recruited over 3 years. They were randomised into two groups, the LTM and regular didactic groups. Students participated in pre and post-tests to assess their theoretical clinical ophthalmic knowledge, and their responses to respective teaching methods were measured via the self-assessment questionnaire (SAQ), which incorporated a five-point Likert-type scale.
Results
Overall, the LTM group scored significantly higher than the control group, and they found the innovative teaching method improved their confidence and awareness in theoretical knowledge in generating differential diagnoses, managing common eye conditions and recognising potential signs that could be sight and/or life-threatening compared to the regular teaching group (
P
< 0.05). However, all students were neutral towards both lectures regarding changing their negative perception of the current ophthalmic curriculum.
Conclusion
From the student’s perspective, LTM is an effective tool in enriching regular teaching. The method encouraged versatile thinking patterns while enhancing the effectiveness of learning experience in time and resource-limited undergraduate ophthalmic teaching.
Journal Article
Enhancing ophthalmology education through a mobile flipped classroom: a new teaching method
Objective
Glaucoma is a major cause of irreversible blindness globally. Optical coherence tomography (OCT) aids early glaucoma diagnosis. Interpreting OCT scans requires familiarity with the technology and image analysis. This study aimed to evaluate the effects of a mobile flipped classroom model on learning outcomes and satisfaction for teaching optical coherence tomography (OCT) interpretation skills in glaucoma.
Results
In this quasi-experimental pre/post-test study, a total of 22 ophthalmology residents participated in a 4-session mobile flipped classroom educational intervention (90 min/session) and were assessed on OCT interpretation. Learning was measured via pre/post-tests designed by a panel. Satisfaction was assessed using a validated questionnaire. Mean participant age was 29.42 (± 2.09) years. Compared to pre-intervention, post-test scores showed significant improvement after the mobile flipped classroom (
p
< 0.001). Mean satisfaction score was 74.05 (± 16.09), denoting high satisfaction. Implementing a mobile flipped classroom significantly improved OCT interpretation skills and was associated with high satisfaction ratings among ophthalmology residents. This model shows promise for enhancing clinical knowledge in graduate medical education.
Journal Article
Effectiveness of gamification-based teaching in approach to eye trauma: a randomized educational intervention trial
Introduction
Ophthalmology education is evolving with the use of new teaching approaches. Teaching based on gamification is one of the new developments in health professions education. This study was conducted to investigate the effect of gamification-based virtual reality on the learning outcome of students regarding the highly important topic of approach to eye trauma.
Materials and methods
This randomized educational intervention trial with a control group was conducted at Kermanshah University of Medical Sciences (KUMS). A total of 10 ophthalmology residents and 60 medical students were recruited in this study (each group comprised 5 residents and 30 medical students). Individuals were randomly divided into two teaching groups gamification method (intervention group) and lecture-based method (Control group). Data were collected through questionnaires and tests and analyzed by SPSS-26 software using descriptive and analytical statistics.
Results
Residents and medical students evaluated the usability of this method to be favorable (132.72 ± 10.17). In resident students (16.80 ± 2.58, 13.60 ± 1.14,
P
≤ 0.05) and medicine students (17.27 ± 4.50, 15.20 ± 0.71,
P
≤ 0.05), the mean score of learning outcome score in the intervention group was higher than the control group.
Conclusion
Gamification-based teaching is an effective educational strategy that can be used as a complementary educational tool for teaching ophthalmology residents and medical students.
Journal Article
Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training
Background
Previous studies have primarily implemented problem-based learning (PBL) or flipped classroom (FC) teaching models in different majors; however, research on the combined PBL-FC teaching method in clinical medicine is scarce. Therefore, we investigated the combined PBL-FC teaching method in teaching ocular trauma on students’ competencies.
Method
About 75 ophthalmology postgraduates were randomly divided into PBL-FC and traditional teaching groups. Students completed pre-and post-class theoretical examinations, skills evaluation, learning ability scales, and feedback questionnaires.
Results
Both groups showed significantly higher theoretical scores and improved learning ability. Feedback questionnaire scores of the PBL-FC group’s postgraduates without clinical experience were significantly higher than the traditional group’s for some items; there was no difference between groups in postgraduates with clinical experience. PBL-FC group’s pre-class preparation time was significantly longer than the traditional group’s, but the post-class review time was significantly shorter. PBL-FC group’s post-class theoretical performance was significantly higher than the traditional group’s. There was no statistical difference between the groups regarding skill operation. Among postgraduates without clinical experience, the PBL-FC group’s skill operation performance was significantly higher than the traditional group’s; for postgraduates with clinical experience, the traditional group’s skill operation performance was significantly higher than the PBL-FC group’s.
Conclusions
PBL-FC teaching is better for students without clinical experience or knowledge of ophthalmic diseases. Meanwhile, traditional teaching is a good choice for students with clinical experience who need more relevant knowledge.
Journal Article
Eyesi direct ophthalmoscope simulator: an effective training tool for medical undergraduates
Introduction
Non-ophthalmologists often lack sufficient operational training to use a direct ophthalmoscope proficiently, resulting in a global deficit of basic ophthalmological skills among general practitioners. This deficiency hampers the timely diagnosis, referral, and intervention of patients. Consequently, the optimization of teaching tools and methods to enhance teaching efficiency is imperative. This study explores the effectiveness of the Eyesi Direct Ophthalmoscope Simulator (Eyesi) as an innovative tool for fundus examination training.
Methods
Medical undergraduates were randomly assigned to Group A or B (
n
= 168). All participants completed a pre-training questionnaire. Group A received Eyesi training, while Group B underwent traditional direct ophthalmoscope (TDO) training. Subsequently, participants answered questionnaires relevant to their respective training methods. Both groups exchanged training tools and completed a summary questionnaire.
Results
After training, 54.17% of participants believed that images presented by the Eyesi were consistent with the real fundus. Group A scored significantly higher than Group B in fundus structure recognition and self-confidence in examination. The degree of mastery over fundus theory score increased from 6.10 ± 0.13 to 7.74 ± 0.16 (
P
< 0.001) in Group A, but Group B did not demonstrate a significant difference. We also compared undergraduates’ tendencies for different learning purposes, 75.59% of participants preferred the Eyesi to TDO as a training tool, and 88.41% of participants were receptive to introducing the Eyesi in training.
Conclusion
According to subjective participant feedback, Eyesi outperformed TDO in fundus observation, operational practice, and theoretical learning. It effectively equips undergraduates with fundus examination skills, potentially promoting the use of direct ophthalmoscopes in primary medical institutions.
Journal Article