Teaching the Didactic Aspects of Ophthalmology and Dermatology Using an Off-Site Instructor

Dhein, Cheryl R.; Noxon, James O.; Deykin, A. R.

doi:10.3138/jvme.32.1.57

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Novel technologyenhanced learning modules have been developed in response to curriculum time constraints and shortage of educators and teaching resources. 1 The advantages of ophthalmic CAL software include the absence of patient inconvenience in terms of stress or discomfort arising from students examining their eyes. 2 The student benefits include accessibility to clinical cases at any time or any place with clinical presentations that cover the curriculum requirements.…”

Section: Introductionmentioning

confidence: 99%

The impact of the Virtual Ophthalmology Clinic on medical students’ learning: a randomised controlled trial

Succar

Zebington

Billson

et al. 2013

Eye

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Aim The Virtual Ophthalmology Clinic (VOC) is an interactive web-based teaching module, with special emphasis on history taking and clinical reasoning skills. The purpose of this study was to determine the impact of VOC on medical students' learning. Methods A randomised controlled trial (RCT) was conducted with medical students from the University of Sydney (n ¼ 188) who were randomly assigned into either an experimental (n ¼ 93) or a control group (n ¼ 95). A pre-and post-test and student satisfaction questionnaire were administered. Twelve months later a follow-up test was conducted to determine the long-term retention rate of graduates. Results There was a statistically significant (Po0.001) within-subject improvement preto post rotation in the number of correctly answered questions for both the control and experimental groups (mean improvement for control 10%, 95% CI 1.3-2.6, and for experimental 17.5%, 95% CI 3.0-4.0). The improvement was significantly greater in the experimental group (mean difference in improvement between groups 7.5%, 95% CI 0.8-2.3, Po0.001). At 12 months follow-up testing, the experimental group scored on average 1.6 (8%) (95%CI 0.4 to 2.7, P ¼ 0.007) higher than the controls. Conclusion On the basis of a statistically significant improvement in academic performance and highly positive student feedback, the implementation of VOC may provide a means to address challenges to ophthalmic learning outcomes in an already crowded medical curriculum.

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Section: Introductionmentioning

confidence: 99%

The impact of the Virtual Ophthalmology Clinic on medical students’ learning: a randomised controlled trial

Succar

Zebington

Billson

et al. 2013

Eye

View full text Add to dashboard Cite

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“…Survey tools were modified versions of previously validated instruments where participants rated satisfaction on a 5point Likert scale about course learning objectives, interaction, and virtual instruction. 4,5,6 Twelve instructors were surveyed with a 58% response rate. Instructors were satisfied with aspects of the course such as convenience, university support, technical training (100%), and the opportunity to reach a diverse student population (85.71%).…”

Section: Methodsmentioning

confidence: 99%

Cross-Sectional Survey of Students and Instructors on Virtual Dermatology Teaching in a Competency-based Format

2021

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Background Due to the COVID-19 pandemic in the Spring of 2020, the dermatology rotation at the Penn State College of Medicine was converted into a 4-week virtual format. Given these rapid changes, we aimed to assess student and instructor satisfaction to the virtual course and if the course fulfilled the six ACGME core-competencies for medical student education required in a traditional teaching format. Methods We conducted a cross-sectional study to assess PSCOM student and instructor satisfaction to the elective. Surveys specifically inquired about course learning objectives, interaction, and teaching in the virtual setting based on a 5-point Likert scale and asked to provide qualitative feedback. Results Medical students (n=15, response rate=52%) were satisfied with learning objectives geared towards the ACGME core competencies in five of the six competencies. Instructors (n=7, response rate=58%) reported satisfaction with convenience, university support, and technical training, but less with student-to-student interaction, gauging comprehension, and fostering critical thinking. Qualitative feedback reflected these results. Conclusions From our survey data, students and instructors were generally satisfied with the virtual rotation’s dermatology teaching during the uncertain times of the COVID-19 pandemic and holds potential to expand dermatology education, with a future focus on improving student engagement in a virtual format.

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The Use of Web-Conferencing in the College of Veterinary Medicine at Washington State University

Dhein¹

2007

Journal of Veterinary Medical Education

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This article presents a review of Web-conferencing and evaluation data from veterinary students and animal owners participating in Web-conference events. Web-conferencing allowed for high-fidelity transmission of images and adequate transmission of audio by off-site instructors. Geographically distributed participants found Web-conference software easy to set up and to use. Participant satisfaction varied with the type of participant; the highest satisfaction rate was from pet owners and the lowest from veterinary students in a core course.

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Teaching the Didactic Aspects of Ophthalmology and Dermatology Using an Off-Site Instructor

Cited by 3 publications

References 3 publications

The impact of the Virtual Ophthalmology Clinic on medical students’ learning: a randomised controlled trial

The impact of the Virtual Ophthalmology Clinic on medical students’ learning: a randomised controlled trial

Cross-Sectional Survey of Students and Instructors on Virtual Dermatology Teaching in a Competency-based Format

The Use of Web-Conferencing in the College of Veterinary Medicine at Washington State University

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