Evaluation of eLearning for the teaching of undergraduate ophthalmology at medical school: a randomised controlled crossover study

Petrarca, Caroline; Warner, Julia; Simpson, Andrew; Petrarca, Robert; Douiri, Abdel; Byrne, David; Jackson, Timothy L.

doi:10.1038/s41433-018-0096-1

Cited by 30 publications

(36 citation statements)

References 14 publications

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“…In Jordan, the ophthalmology training course takes up about 2% of the full undergraduate clinical training program and lasts for two weeks during the fifth year in medical school. In the UK, Petrarca et al reported that not all the desired ophthalmology topics could be covered in the short ophthalmology curriculums in their medical schools [ 10 ]. It has been shown that vital ocular signs that can be sight-threatening may be missed by general practitioners or junior doctors in emergency departments due to the limited ability to acquire all the necessary basic ophthalmology skills in the short period of training those practitioners had [ 12 , 13 ].…”

Section: Discussionmentioning

confidence: 99%

“…In undergraduate ophthalmology training, certain clinical skills like direct ophthalmoscopy, pupil reactions, red reflex assessment, visual acuity assessment, eyelid eversion to check for foreign bodies, fluorescein staining of the cornea are essential [ 10 , 14 ]. The greatest challenge when using e-Learning is that students would have critically limited hands-on training in real-life scenarios, which is a key component in clinical education.…”

Section: Discussionmentioning

confidence: 99%

“…Ophthalmology is part of the curriculum for undergraduate clinical training in medical schools with a variable duration for the course among different medical schools. Worldwide studies suggested that ophthalmology teaching at medical schools should be expanded or improved to enhance the graduates' knowledge and skills [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

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Perception and experience of academic Jordanian ophthalmologists with E-Learning for undergraduate course during the COVID-19 pandemic

Alqudah

Jammal

Saleh

et al. 2020

Annals of Medicine and Surgery

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Background Electronic-learning (e-Learning) is a form of education that utilizes information and communications technology to access online teaching and learning. This study aims to evaluate the e-Learning experience among Jordanian academic ophthalmologists during the coronavirus disease 2019 (COVID-19) pandemic. Material and methods A cross-sectional survey was applied by using a questionnaire that was distributed among 23 academic ophthalmologists working at 6 medical schools in Jordan during the lockdown. The questionnaire included questions about the ophthalmologists' experience with e-Learning, advantages and disadvantages of e-Learning, interactions of medical students for the e-Learning and the expectations of e-Learning for the future. Results A total of 22 out of 23 academic ophthalmologists responded. Flexibility of e-Learning to time and place was a major advantage (95.5%), whereas lack of skills was the main obstacle for e-Learning (77.3%). Nineteen participants (86.4%) were not satisfied with e-Learning as the sole method for undergraduate teaching. To improve the original on-campus two-week ophthalmology course, 12 (54.5%) suggested integrating e-Learning into the curriculum, 3 (13.6%) preferred extending the period of training, and 7 (31.8%) reported that their tight schedule does not allow for more tasks. Conclusion The experience of e-Learning was positive. Most believed that e-Learning would have a prominent role in the future of medical education and proposed blended learning programs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Perception and experience of academic Jordanian ophthalmologists with E-Learning for undergraduate course during the COVID-19 pandemic

Alqudah

Jammal

Saleh

et al. 2020

Annals of Medicine and Surgery

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“…A study investigating student perceptions of online lectures reported that the more satisfied the students are with online classes, the more the positive learning experience, 31 and a positive relation has also been found between the student satisfaction with e-learning, particularly the flipped learning format, and examination scores and performance. [32][33][34] Globally, the present study investigated e-learning acceptance among participants in introductory and advanced training courses in LAS, using a cross-sectional approach focusing on students after introducing the blended learning model. For this purpose, a questionnaire was developed on basis of existing instruments for e-learning evaluation.…”

Section: Introductionmentioning

confidence: 99%

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Costa

Olsson

2019

Lab Anim

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Different online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.

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“…16 Not surprisingly, today's generation of learners strongly favors electronic learning modalities when compared with traditional lecture-based formats. 17 Additionally, the advent of the "flipped classroom" technique has also been used within ophthalmology, 3,4 to a limited extent, with both pros and cons. In this study, we found that implementing a primary care-focused, fully flipped classroom modality through the use of supplemental electronic modules to teach medical students ophthalmology resulted in higher overall clerkship satisfaction scores, and students found increased value and closer contact in the teaching sessions by both faculty and residents.…”

Section: Discussionmentioning

confidence: 99%

Flipped Ophthalmology Classroom: A Better Way to Teach Medical Students

Diel

Avdic

Kemp

2020

Journal of Academic Ophthalmology

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Objective While medical education has generally progressed, advancements in ophthalmic education have been minimal. The flipped classroom technique is a research-supported approach to adult learning that encourages active participation. The effectiveness of widely implementing the flipped classroom modality in ophthalmology had not been studied. The purpose of this study was to evaluate a flipped classroom, primary care-focused curriculum for medical students in their ophthalmology clerkship. Methods The ophthalmology clerkship curriculum was changed from a traditional, diagnosis-focused, lecture-based system to a chief complaint-based, flipped classroom structure. The study was performed over a 3-year period from 2016 (full traditional lecture-based system) to 2018 (full flipped classroom structure). Medical students' evaluations of the clerkship, recorded lecture viewership, and exam scores were retrospectively reviewed. Cohorts from study years 2016 and 2018 were used to assess knowledge acquisition and the attitudes of learners after implementing a flipped classroom structure. Results The primary care-focused, flipped classroom received a higher clerkship rating than the diagnosis-based traditional classroom (mean 4.18 vs. 3.82, respectively, p = 0.008). Students of the flipped classroom modality found the teaching sessions more valuable, experienced more direct interaction with faculty and residents, regarded the faculty and residents as excellent teachers, and received feedback that helped them assess their individual skills and progress. These improvements were made without changing test performance while only modestly increasing hours spent studying. Conclusion A chief complaint-based, flipped classroom approach to the basic ophthalmology clerkship increased student satisfaction, without changing the amount of knowledge gained. This resulted in more valuable and effective learning experiences for medical students.

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Evaluation of eLearning for the teaching of undergraduate ophthalmology at medical school: a randomised controlled crossover study

Abstract: Student satisfaction and examination performance are both enhanced by ophthalmology eLearning. Similar eLearning modules may be suitable for other specialties and postgraduate learning.

Cited by 30 publications

References 14 publications

Perception and experience of academic Jordanian ophthalmologists with E-Learning for undergraduate course during the COVID-19 pandemic

Perception and experience of academic Jordanian ophthalmologists with E-Learning for undergraduate course during the COVID-19 pandemic

Students’ acceptance of e-learning approaches in Laboratory Animal Science Training

Flipped Ophthalmology Classroom: A Better Way to Teach Medical Students

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