Implementation of microsurgery simulation in an ophthalmology clerkship in Germany: a prospective, exploratory study

Deuchler, Svenja; Scholtz, Julia; Ackermann, Hanns; Seitz, Berthold; Koch, Frank

doi:10.1186/s12909-022-03634-x

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…The students can train systematically in a self-guided manner according to their own learning speed and can subjectively develop a significantly higher level of confidence after the simulation training [ 40 ], too. Based on our experience in this and previous studies [ 22 , 23 , 26 , 41 ], a lecture on simulator training was included in the 1-week ophthalmology clerkship for students at the Saarland University, Germany, and simulator training courses are offered on a voluntary basis 1 day after the clinical clerkship, which are well attended.…”

Section: Discussionmentioning

confidence: 99%

Simulator-Based Versus Traditional Training of Fundus Biomicroscopy for Medical Students: A Prospective Randomized Trial

Deuchler,

Dail,

Berger

et al. 2024

Ophthalmol Ther

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Introduction Simulation training is an important component of medical education. In former studies, diagnostic simulation training for direct and indirect funduscopy was already proven to be an effective training method. In this prospective controlled trial, we investigated the effect of simulator-based fundus biomicroscopy training. Methods After completing a 1-week ophthalmology clerkship, medical students at Saarland University Medical Center ( n = 30) were block-randomized into two groups: The traditional group received supervised training examining the fundus of classmates using a slit lamp; the simulator group was trained using the Slit Lamp Simulator. All participants had to pass an Objective Structured Clinical Examination (OSCE); two masked ophthalmological faculty trainers graded the students’ skills when examining patient’s fundus using a slit lamp. A subjective assessment form and post-assessment surveys were obtained. Data were described using median (interquartile range [IQR]). Results Twenty-five students ( n = 14 in the simulator group, n = 11 in the traditional group) ( n = 11) were eligible for statistical analysis. Interrater reliability was verified as significant for the overall score as well as for all subtasks (≤ 0.002) except subtask 1 ( p = 0.12). The overall performance of medical students in the fundus biomicroscopy OSCE was statistically ranked significantly higher in the simulator group (27.0 [5.25]/28.0 [3.0] vs. 20.0 [7.5]/16.0 [10.0]) by both observers with an interrater reliability of IRR < 0.001 and a significance level of p = 0.003 for observer 1 and p < 0.001 for observer 2. For all subtasks, the scores given to students trained using the simulator were consistently higher than those given to students trained traditionally. The students’ post-assessment forms confirmed these results. Students could learn the practical backgrounds of fundus biomicroscopy ( p = 0.04), the identification ( p < 0.001), and localization ( p < 0.001) of pathologies significantly better with the simulator. Conclusions Traditional supervised methods are well complemented by simulation training. Our data indicate that the simulator helps with first patient contacts and enhances students’ capacity to examine the fundus biomicroscopically. Supplementary Information The online version contains supplementary material available at 10.1007/s40123-024-00944-9.

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Section: Discussionmentioning

confidence: 99%

Simulator-Based Versus Traditional Training of Fundus Biomicroscopy for Medical Students: A Prospective Randomized Trial

Deuchler,

Dail,

Berger

et al. 2024

Ophthalmol Ther

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Immersive teaching using virtual reality technology to improve ophthalmic surgical skills for medical postgraduate students

Wang,

Yang,

Gao

et al. 2024

Postgraduate Medicine

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The Use of Educational Technology in Clerkship Education: A Rapid Review (Preprint)

Jung,

Kavanagh,

King

et al. 2024

Preprint

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BACKGROUND Medical education has increasingly adopted EdTech to provide effective instruction. The COVID-19 pandemic accelerated this trend, presenting new challenges for medical students and educators, particularly in clerkship settings. Clerkship students face unique difficulties such as limited access to patients and diverse medical cases. EdTech, including virtual reality, simulators, and mobile apps, offers potential solutions by providing simulated experiences and remote access to learning resources. OBJECTIVE This review aims to: Identify the EdTech tools used in clerkship education from January 2020 to January 2023. Evaluate the outcomes of using such technology in clerkship education. Discuss the challenges associated with utilizing EdTech in this context METHODS A rapid review was conducted following guidelines by Tricco et al. (2017) and PRISMA standards. The search included databases like Medline, Embase, and Web of Science for English-language peer-reviewed empirical studies. Inclusion criteria focused on studies in clerkship environments involving medical students. A total of 1717 citations were screened, resulting in 35 studies included for analysis. RESULTS The review found that virtual reality (31.4%), learning platforms (14.2%), video-conferencing tools (11.4%), and mobile technologies (8.5%) were commonly used. These technologies served various purposes such as content delivery, interactive instruction, and assessment. Key advantages included authenticity, engagement, and remote learning. Challenges included the availability of technology, lack of hands-on experience, and high costs. Evaluation of these technologies showed positive learning outcomes, increased engagement, and improved learner satisfaction. CONCLUSIONS The integration of EdTech in clerkship education has shown promising results, enhancing learning outcomes and student satisfaction. However, challenges such as technological availability, cost, and lack of hands-on experience need to be addressed. Careful planning, collaboration, and alignment with curriculum objectives are essential for the effective implementation of EdTech in medical education. Future research should focus on long-term effects and broader implications of these technologies in clinical education.

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Implementation of microsurgery simulation in an ophthalmology clerkship in Germany: a prospective, exploratory study

Cited by 4 publications

References 24 publications

Simulator-Based Versus Traditional Training of Fundus Biomicroscopy for Medical Students: A Prospective Randomized Trial

Simulator-Based Versus Traditional Training of Fundus Biomicroscopy for Medical Students: A Prospective Randomized Trial

Immersive teaching using virtual reality technology to improve ophthalmic surgical skills for medical postgraduate students

The Use of Educational Technology in Clerkship Education: A Rapid Review (Preprint)

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