Evaluation of an online peer fundus photograph matching program in teaching direct ophthalmoscopy to medical students

Kwok, Jason M; Liao, Walter; Baxter, Stephanie

doi:10.1016/j.jcjo.2017.02.020

Cited by 14 publications

(10 citation statements)

References 17 publications

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“…Students were found to prefer learning ophthalmic disease using fundus photographs and found that it significantly improved diagnosis of eye diseases 24,25. Other methods to improve training with direct ophthalmoscopy include peer fundus photo matching and various simulators of direct ophthalmoscopy 26–32. However, few comparative studies have been performed to assess their utility to effectiveness in improving competency with the DO 27,29,30,32…”

Section: Discussionmentioning

confidence: 99%

<p>Comparison of smartphone ophthalmoscopy vs conventional direct ophthalmoscopy as a teaching tool for medical students: the COSMOS study</p>

Kim¹,

Chao²

2019

OPTH

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Purpose To investigate the utility of smartphone ophthalmology for medical students for learning fundoscopy compared with direct ophthalmoscopy. Methods After 1 hour of didactic instruction on ophthalmoscopy, second-year medical students in a small group setting were randomized to start training with the direct ophthalmoscope vs smartphone ophthalmoscope and crossed over to the other instrument through the session. Main outcome measures Ability to visualize the optic nerve and retinal blood vessels in an undilated pupil as well as a survey evaluating ease of use, confidence, and ability to visualize the optic nerve with the two instruments. Results One hundred and one medical students participated. Significantly more medical students were able to visualize the optic nerve with the smartphone ophthalmoscope vs the direct ophthalmoscope in an undilated pupil (82.3% vs 48.5%, P <0.0001). Students reported a more positive experience with the smartphone ophthalmoscope, specifically regarding ease of use (median of 4 vs 3; P <0.0001), their confidence in performing ophthalmoscopy (median of 4 vs 3; P <0.0001), and their ability to visualize features of the optic nerve (median 4 vs 3; P <0.0001). A significant number of participants preferred the smartphone ophthalmoscope over the traditional direct ophthalmoscope for learning how to identify the optic disc and for evaluating patients (78.2% and 77.2%, respectively; P <0.0001). Conclusion Smartphone ophthalmoscopy may serve as a useful adjunctive tool to teach direct ophthalmoscopy as well as being an alternative for examining the fundus for noneye care physicians.

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Section: Discussionmentioning

confidence: 99%

<p>Comparison of smartphone ophthalmoscopy vs conventional direct ophthalmoscopy as a teaching tool for medical students: the COSMOS study</p>

Kim¹,

Chao²

2019

OPTH

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“…We chose a range of assessments to provide an overview of student performance in an attempt to overcome this. VCDR and EOU scoring [17, 20], F-MCQ [13, 21] and MSE [22, 23] have all been used in similar studies before but not directly compared or formally validated for assessing competence.…”

Section: Discussionmentioning

confidence: 99%

Does access to a portable ophthalmoscope improve skill acquisition in direct ophthalmoscopy? A method comparison study in undergraduate medical education

et al. 2019

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Background Direct ophthalmoscopy (DO) is an essential skill for medical graduates but there are multiple barriers to learning this. Medical students and junior doctors typically lack confidence in DO. Most students do not own an ophthalmoscope and learn via ward devices that vary in design and usability. The Arclight ophthalmoscope (AO) is an easy to use, low-cost and portable device that could help address device access. This study aimed to assess the impact of personal ownership of an AO on DO skill acquisition and competency amongst medical students in the clinical environment. Methods Method comparison study with 42 medical students randomised to either traditional device ophthalmoscope (TDO) control or AO intervention group during an 18-week medical placement. Three objective assessments of DO competency were performed at the beginning and end of the placement: vertical cup to disc ratio (VCDR) measurement, fundus photo multiple-choice questions (F-MCQ) and model slide examination (MSE). DO examinations performed during the placement were recorded via an electronic logbook. Results Students in both groups recorded a median number of six examinations each during an eighteen-week placement. There was no statistically significant difference between the groups in any of the objective assessment measures (VCDR p = 0.561, MCQ p = 0.872, Model p = 0.772). Both groups demonstrated a minor improvement in VCDR measurement but a negative performance change in F-MCQ and MSE assessments. Conclusions Students do not practice ophthalmoscopy often, even with constant access to their own portable device. The lack of significant difference between the groups suggests that device access alone is not the major factor affecting frequency of DO performance and consequent skill acquisition. Improving student engagement with ophthalmoscopy will require a more wide-ranging approach.

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“…Kwok et al . [ 29 ] and Tse and Ellman[ 30 ] reported that a combination of online education with conventional class-based teaching might play an essential role in improving students’ scientific knowledge and increasing their skills in clinical areas. A review by Tang et al .…”

Section: Discussionmentioning

confidence: 99%

Investigating the reasons for students’ attendance in and absenteeism from lecture classes and educational planning to improve the situation

Mokhtari

Nikzad

Mokhtari

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: This study investigated the reasons for the students’ attendance in and absenteeism from lecture classes from the perspective of professors, students, and educational planning to change the unsatisfactory status quo. MATERIALS AND METHODS: The present study was a narrow needs assessment survey which was performed on students (n = 70) of the Faculty of Dentistry, Tehran University of Medical Sciences, in four stages. In the first stage, the opinions of professors and students about the reasons for absenteeism from the lecture classes were collected. In the second stage, the results of the first stage were discussed by an expert panel to find solutions for the problem. The results of the survey were tabulated, summarized, and discussed. In the third stage, online classes were held as one of the solutions and evaluated in the fourth stage. RESULTS: The results showed that various factors, such as professor empowerment, evaluation system, audiovisual equipment of the classes, educational curriculum, and class schedules, are associated with the students’ attendance in the classes. Along with these factors, one of the most important reasons for students’ absenteeism from classes in recent years might be the generational differences of students. The evaluation of online classes showed that the ratio of the number of students who actively participated in the online classes to the number of students participating in the online classes varied from 30% to 64% (P < 0.05). CONCLUSION: In addition to improving the factors associating students’ attendance in classes, online education is a proper solution for reducing absenteeism in lecture classes and increasing students’ active participation from the perspective of professors and students.

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Evaluation of an online peer fundus photograph matching program in teaching direct ophthalmoscopy to medical students

Cited by 14 publications

References 17 publications

<p>Comparison of smartphone ophthalmoscopy vs conventional direct ophthalmoscopy as a teaching tool for medical students: the COSMOS study</p>

<p>Comparison of smartphone ophthalmoscopy vs conventional direct ophthalmoscopy as a teaching tool for medical students: the COSMOS study</p>

Does access to a portable ophthalmoscope improve skill acquisition in direct ophthalmoscopy? A method comparison study in undergraduate medical education

Investigating the reasons for students’ attendance in and absenteeism from lecture classes and educational planning to improve the situation

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