Clinical ophthalmology instruction for medical students

Waring, George O.; Harris, R. B.; Walters, Roy A.; Berris, Craig E.

doi:10.1016/0039-6257(77)90090-x

Cited by 8 publications

(5 citation statements)

References 5 publications

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“… 39 An important outcome of the clerkship is the ability to analyze clinical cases, including diagnosis, differential diagnosis and feasible treatment plans. 13 In FC-OBE class, students were clear about the outcomes before class. They obtained cases data and analyzed it, so they have more opportunities to think critically and actively.…”

Section: Discussionmentioning

confidence: 99%

“…However, effective clinical instruction of medical students in ophthalmology is difficult. 13 In recent years, the flipped classroom (FC) has become a popular teaching approach in medicine, nursing, and pharmacy education, because of the promise of enhancing student understanding of the material through active learning. 14 However, the effects of the FC on learning are inconsistent, with some purported benefits 15,16 and some reports of negligible improvement over traditional teaching methods.…”

Section: Introductionmentioning

confidence: 99%

“…Clinical clerkship in ophthalmology provides a valuable opportunity for medical students to develop their clinical core competence, including doctor-patient communication, clinical thinking, innovation and practical skills. 12 , 13 An important goal of clinical clerkship teaching is to improve student’s clinical core competence. However, effective clinical instruction of medical students in ophthalmology is difficult.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Flipped Classroom Based on Outcomes-Based Education Improves Student Engagement and Clinical Analysis Competence in Undergraduates Ophthalmology Clerkship

Liu,

Tang,

Chen

et al. 2024

AMEP

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Flipped Classroom Based on Outcomes-Based Education Improves Student Engagement and Clinical Analysis Competence in Undergraduates Ophthalmology Clerkship

Liu,

Tang,

Chen

et al. 2024

AMEP

View full text Add to dashboard Cite

“…8 There have been numerous articles which have attempted to help the learner use the ophthalmoscope. [11][12][13][14][15][16][17][18] Devices which have been employed include plastic canisters with photos of the fundus 16 and table-tennis balls with words or photographs inside. 17 Most of these approaches have focused on the cognitive components of fundoscopy.…”

Section: Discussionmentioning

confidence: 99%

Ophthalmoscopy: A 7-Step Program

Dooley

Gordon²

2008

Can. j. neurol. sci.

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Fundoscopy has been depicted as a forgotten art, 1 although there is little evidence that use of the direct ophthalmoscope was ever widely practiced. Examination of the fundus is, however, critical to the appropriate assessment of children who are seen within multiple branches of pediatrics. Physicians are hesitant to look in their patients' eyes, as both medical students and senior faculty often lack the skill and confidence needed to use the direct ophthalmoscope. 1 The reasons for this discomfort include insufficient teaching and exposure during medical school and residency. The difficulties encountered by many trainees are frequently compounded by an inability to merely hold the ophthalmoscope effectively.Physicians are more likely to reach a correct diagnosis if shown a photograph of retinal pathology than if asked to view the fundus directly. 1 We believe that this supports our hypothesis that teaching appropriate motor skills must be the initial step in teaching physicians to master the ophthalmoscope.All residents in pediatrics, adult neurology, psychiatry and first-year ophthalmology at Dalhousie University do a clinical rotation on our pediatric neurology service. These residents are ABSTRACT: Background: Fundoscopy is viewed as a difficult or impossible task by many students and physicians. We have used a novel seven-step approach to teach trainees to use the ophthalmoscope. The technique is based on the premise that success is most easily achieved if the necessary motor skills are mastered first. A step by step approach will enable others to teach their trainees to attain the ability to routinely view the fundi of their pediatric patients. Methods:Step 1 involves examination of the trainee's fundi to ensure there is no impediment to their success. In Step 2 the student examines the teacher. This identifies major errors. The next step teaches the trainee how to hold the ophthalmoscope.Step 4 gets the learner to read a journal article through the ophthalmoscope. In Step 5 they examine the teacher's eyes again and with a little help they are always successful. In the last two steps an older patient is first examined and finally the student examines a young child. Conclusion: This method differs from most other approaches by leaving the cognitive component of ophthalmoscopy until the student is comfortable with handling the instrument. It has been uniformly successful among our students and residents.

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“…Ophthalmoscopy is a fundamental skill and part of a complete clinical examination 1,2 . The last 30 years have seen a number of authors describe the essential ophthalmic skills for medical graduates with a view to improving ophthalmology teaching in the medical school curriculum 3,4 . Most medical students seem to have great difficulty in using the conventional direct ophthalmoscope (CO), which may be related to a lack of opportunity to learn under supervised conditions.…”

Section: Introductionmentioning

confidence: 99%