Biphasic Integration of Ophthalmology for Undergraduate Medical Students at Al-Baha Faculty of Medicine (original) (raw)
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Contribution of integrated teaching in the improvement of an undergraduate ophthalmology curriculum
Advances in Medical Education and Practice, 2014
Purpose: Conventional medical curriculum is the rule of medical teaching in Greek Medical Schools. Medical students are often taught irrelevant details with little or no reference to their potential clinical significance. Alternatively, integrated teaching warrants that the complete teaching material is covered by each faculty member not considering areas of personal expertise. The aim of this study was to evaluate the implementation of integrated teaching in ophthalmic training.
Teaching ophthalmology to the medical student: a novel approach
Arquivos brasileiros de oftalmologia
Globally, good medical education institutions fulfill their vocation with research and medical care. However, often, quantitative measures of the quality of these institutions, ponder parallel vocations preferably to the detriment of its primary mission of education. Medical research is easily measured using international impact scientific publications indices. Public or privately-sponsored research help in the construction and maintenance of laboratories and allows the recruitment of researchers maintaining the best minds in the institutions. Medical care is often an important source of extra resources to the institutions. Teaching, however, is difficult to measure and only consumes resources, which makes us question this intricate reasoning threefold. Why teach? What is the role of education in a system that has to deal with research and medical care? Students generally do not manage their time efficiently, need specific trained physicians supervising their encounters and do not have the necessary knowledge or maturity to conduct research independently. Medical teaching is expensive in nature and is part of all stakeholders: students, teachers and society, to constantly evaluate its structure and its processes (curriculum), considering mainly that time management is essential in developing a efficient medical curriculum .
1972
A systems approach has been used to develoP and validate instructional materials in medical education. Seven self-instructional units, currently in various stages of completion, form the basis of a basic curriculum in opthamology.,Performance objectives for the units were derived from the results of a questionnaire responded to by 1,600 practitioners and students of differing backgrounds and areas of specialization. The instructional materials concentrate on the development of clinical information-gathering and management skills rather than the recall of factual knowledge. The 7 units are expected to consist of approximately 20 hours of instruction. A 5-hour unit on ophthalmoscepy has undergone tryout and revision based on student performance. Performance on newly developed mannequins, which allow simulation of the opthalmoscopic examination, was the criterion measure. Sophomore medical students, after completing the opthalmoscopy unit, were, compared to senior medical students who had had experience in using the opthalmoscope with patients. The sophomore students performed an average of 13 percentage points higher overall than the seniors, and 63% of the sophomores scored higher than any senior.
Medical Schools’ Ophthalmology Course: An Appraisal by Ophthalmology Residents
International Journal of General Medicine, 2021
Objective: To investigate the perception and satisfaction of ophthalmology residents with the currently provided ophthalmology curricula to medical students. Methods: A cross-sectional survey involving first to fourth year ophthalmology residents (N = 106) from all regions of Saudi Arabia was conducted between December 2018 and February 2019. An online questionnaire explored opinions about the ophthalmology course regarding three dimensions. Firstly, adequacy in covering essential parts of the specialty; secondly, improvements required; and thirdly, effectiveness. A score (0-21) was calculated, indicating the overall suitability of the ophthalmology course. In addition, factors of good overall suitability (score ≥10) were analyzed. Results: Regarding adequacy, respondents opined that the ophthalmology course did not reasonably cover the basic part (35.8%), clinical part (61.3%), common disease (26.4%), and emergencies (39.6%). Concerning improvements required, more than 80% of the participants expressed that the course required to be improved for all its features, including duration (80.2%), objectives (85.8%), content (82.1%), organization (83.0%), and supervision (81.1%). As to effectiveness, half of them deemed the course unhelpful in familiarizing general practitioners with common ophthalmic diseases and emergencies. Overall, the ophthalmology course was generally deemed suitable (score ≥10) for only 27.4% of the participants, with no differences across gender, level, or region. Conclusion: Ophthalmology residents perceived multiple deficits in the current Saudi ophthalmology teaching course. Significant improvements in ophthalmologic curricula are required, besides coping with unprecedented technological advancement in the ophthalmological field.
Bangladesh Medical Research Council Bulletin, 2012
The curriculum represents the expression of educational ideas in practice. Ophthalmic education is the corner stone to improve eye care globally. Curriculum needs continuous modification varying in different geographic locations. Though 90% of common conditions are either preventable or curable but emphasis on the common conditions is inadequate. This is a stepwise descriptive study aiming to develop a community based ophthalmology curriculum for undergraduate medical course in Bangladesh conducted during . Delphi technique, a modified qualitative method was used to accumulate data and reaching a consensus opinion for developing the curriculum. Study approach includes two iterative rounds and finally a workshop. Iteration of round-I was "What are the eye diseases with overall knowledge of their management one MBBS physician should acquire"; followed by a list of eye diseases and topics for expert opinion. The response was collated. Iteration round-II was "How much a MBBS student should have percentage of knowledge, attitude and skills on each topic while being taught". The response was collated and presented to panel of expert ophthalmologists for discussion and validation. In the round-I Delphi, 400 (62%) out to total 641 ophthalmologist were randomly selected dividing in categories (62% in each) of Professor-22, Associate Professor-12, Assistant Professor-26, Consultant-27, ophthalmologists working in NGO-56 and ophthalmologists in private sector-257. Sixty (15%) responded with opinion. In the round-II, 200 (31%) including 60 of round-I, selected randomly but proportionately as before. Forty five (22.5%) responded with opinion. Result collated. The results and opinion of respondents were presented at a workshop attended by 24(80%), out of 30 invited expert ophthalmic specialists for discussion, criticism, opinion, addition, modification and finally for validation. On the basis of the opinion of the respondents, reviewing literature, analyzing the ocular disease pattern in Bangladesh and also analyzing the present ophthalmology curriculum, a community and need based ophthalmology curriculum for undergraduate medical course in Bangladesh was developed. This research would help developing community and need based ophthalmology curriculum for undergraduate medical course in Bangladesh.
Enhancing Medical Student Education by Implementing a Competency-Based Ophthalmology Curriculum
Asia-Pacific Journal of Ophthalmology, 2017
Purpose: to evaluate innovative educational strategies that help optimize ophthalmology teaching in a crowded medical curriculum. the knowledge acquisition and perceptions of medical students undertaking the revised competency-based curriculum were compared with the prior content-based curriculum within the Sydney Medical Program. Design: a mixed-methods research design was employed to include both quantitative and qualitative dimensions in evaluating the revised curriculum with medical students (n = 328) undergoing their ophthalmology rotation. Methods: Quantitative evaluation was performed with a 20-item multiple choice pre-and post-test of ophthalmic knowledge. a 12-month follow-up test was readministered to compare the long-term retention rate of graduates. Qualitative evaluation was measured with student satisfaction questionnaires. Results: in the original curriculum there was an improvement of 19.9% from pre-to post-test scores [2.15; 95% confidence interval (Ci), 1.35-2.94; P < 0.001] and a greater improvement of 31.6% from pre-to post-test (3.50; 95% Ci, 3.03-3.97; P < 0.001) in the revised curriculum. When assessing retained knowledge at 12 months, students from the revised curriculum scored 11.5% higher than students from the original curriculum (1.56; 95% Ci, 0.42-2.71; P = 0.008). in addition, qualitative feedback also improved, with the rotation being highly valued. Conclusions: the revised ophthalmic curriculum resulted in an increase in academic performance and a higher degree of student satisfaction. given the gradual decline of ophthalmic education in the standard medical school curriculum, our results are timely in providing guidance for minimum ophthalmic curriculum exposure and strategies to improve ophthalmic education in medical schools.
Clinical ophthalmology instruction for medical students
Survey of Ophthalmology, 1977
A ten-day ophthalmology clerkship for third-year medical students is described. The curriculum, detailed in a day-by-day syllabus, sets specific student goals, evaluates attainment of the goals by a pre-post test, utilizes a student-oriented study guide keyed to major textbooks as core material with slide-tape and videotape supplements, and emphasizes daily supervised patient examinations. Constant modification of the clerkship on the basis of student assessment has sustained it as a popular workable clinical experience.
JPMA. The Journal of the Pakistan Medical Association, 2015
Medical education, associated with lengthy, exhaustive pathways requisite of time, energy and efforts, restrain an individual from pursuing a career in medicine. Most students enrol in medical colleges under the influence of their family members, and only some strive to seek medicine as their own ambition. Medical students confront a number of problems in memorising huge amount of data and the various strategies are integrated in MBBS curriculum from time to time. After MBBS programme, most graduates tend to abandon studies, some migrate abroad, a few continue as general physicians and even fewer strive to get registered for postgraduate specialisation. This results in suboptimal supply of medical workforce. Inconsideration of the current ophthalmologist work ratio and growing demand for eye care services, an initiative is put forward to introduce Bachelors of Ophthalmic Surgery programme similar to Bachelor of Dental Surgery. Such initiative may facilitate effective learning, enabl...