Teaching ophthalmoscopy to medical students (the TOTeMS study)

Li, Kaijun; He, Jianfeng

doi:10.1016/j.ajo.2014.02.005

Cited by 2 publications

(2 citation statements)

References 14 publications

(20 reference statements)

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“…Fundus photography is closer to the gold standard of dilated expert examination than TDO [17,18]. Where novel technologies create a digital fundus image, the difficulties of interpreting findings may be mitigated [19] by the ability to modify, review and transmit the fundus image. Technological improvements to fundus imaging utilising the ubiquitous smartphone could improve device availability [20][21][22] alongside reduced technical barriers, and have shown similar diagnostic accuracy to fundus photography in some studies [23].…”

Section: Introductionmentioning

confidence: 99%

Perceived usefulness and ease of use of fundoscopy by medical students: a randomised crossover trial of six technologies (eFOCUS 1)

et al. 2021

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Background Fundoscopy outside ophthalmology is in decline, and the technical demands of the traditional direct ophthalmoscope examination are likely contributing. Alternative fundoscopy technologies are increasingly available, yet valid comparisons between fundoscopy technologies are lacking. We aimed to assess medical students’ perceptions of usefulness and ease of use of traditional and contemporary fundus-viewing technologies including smartphone fundoscopy. Methods One hundred forty-six second-year medical students participated in a cross-sectional, randomised, cross-over study of fundoscopy methods. Medical students completed small group training sessions using six current fundoscopy technologies including: a non-mydriatic fundus camera; two types of direct fundoscopy; and three types of smartphone fundoscopy. A novel survey of perceived usefulness and ease of use was then completed by students. Results Repeated-measures ANOVA found students rated both the perceived usefulness (p< 0.001) and ease of use (p< 0.001) of smartphone fundoscopy significantly higher than both the non-mydriatic camera and direct fundoscopy. Conclusions Smartphone fundoscopy was found to be significantly more useful and easier to use than other modalities. Educators should optimise student access to novel fundoscopy technologies such as smartphone fundoscopy which may mitigate the technical challenges of fundoscopy and reinvigorate use of this valuable clinical examination.

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Section: Introductionmentioning

confidence: 99%

Perceived usefulness and ease of use of fundoscopy by medical students: a randomised crossover trial of six technologies (eFOCUS 1)

et al. 2021

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“…24 When assessing competence, it is difficult for an examiner to verify the student's reported findings or appreciate actual fundus visualisation, limiting any thorough or truly objective evaluation. 20,[24][25][26] Teaching cameras and mirrors facilitate learning in slitlamp biomicroscopy and microsurgery and may have a role in improving ophthalmoscopy training. A novel teaching device has previously been described that allows a user to perform direct ophthalmoscopy while their view of the fundus can be visualised by an observer simultaneously on a nearby computer screen.…”

Section: Introductionmentioning

confidence: 99%

Addressing the ‘forgotten art of fundoscopy’: evaluation of a novel teaching ophthalmoscope

Schulz

Moore

Hassan

et al. 2015

Eye

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Background Direct ophthalmoscopy is an essential skill that students struggle to learn. A novel 'teaching ophthalmoscope' has been developed that allows a third person to observe the user's view of the fundus. Objectives To evaluate the potential use of this device as an aid to learning, and as a tool for objective assessment of competence. Methods Participants were randomised to be taught fundoscopy either with a conventional direct ophthalmoscope (control) or with the teaching device (intervention). Following this teaching session, participant competence was assessed within two separate objective structured clinical examination (OSCE) stations: the first with the conventional ophthalmoscope and the second with the teaching device. Each station was marked by two independent masked examiners. Students were also asked to rate their own confidence in fundoscopy on a scale of 1-10. Scores of competence and confidence were compared between groups. The agreement between examiners was used as a marker for inter-rater reliability and compared between the two OSCE stations. Results Fifty-five medical students participated. The intervention group scored significantly better than controls on station 2 (19.8 vs 17.6; P = 0.01). They reported significantly greater levels of confidence in fundoscopy (7.3 vs 4.9; Po0.001). Independent examiner scores showed significantly improved agreement when using the teaching device during assessment of competence, compared to the conventional ophthalmoscope (r = 0.90 vs 0.67; Po0.001). Conclusion The teaching ophthalmoscope is associated with improved confidence and objective measures of competence, when compared with a conventional direct ophthalmoscope. Used to assess competence,

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Teaching ophthalmoscopy to medical students (the TOTeMS study)

Cited by 2 publications

References 14 publications

Perceived usefulness and ease of use of fundoscopy by medical students: a randomised crossover trial of six technologies (eFOCUS 1)

Perceived usefulness and ease of use of fundoscopy by medical students: a randomised crossover trial of six technologies (eFOCUS 1)

Addressing the ‘forgotten art of fundoscopy’: evaluation of a novel teaching ophthalmoscope

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