Dataset Information

Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective.

ABSTRACT: OBJECTIVE:The coronavirus disease 2019 (COVID-19) pandemic has imposed measures of social distancing and barriers in delivery of "in person" education. Institutions, involved in training the next generation of ophthalmologists, are using alternative teaching methods to maintain the standard of education. METHODS:We conducted a worldwide survey among physicians, who are actively involved in Ophthalmology-related education, between 3 and 14 April 2020. The expert survey, developed on the basis of literature search and focus group discussions, comprised 23 questions addressing the use of e-learning in Ophthalmology during the COVID-19 pandemic. RESULTS:A total of 321 participants from both academic and non-academic institutions worldwide, with variable practice experience and expertise, completed the survey. Before the pandemic, the majority of participants used traditional training modalities, including lectures, grand rounds and journal clubs, and 48% did not use any e-learning. There was a statistically significant increase in the use of all e-learning alternatives during the pandemic (p?

SUBMITTER: Chatziralli I

PROVIDER: S-EPMC7348577 | biostudies-literature | 2020 Jul

REPOSITORIES: biostudies-literature

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Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective.

Chatziralli Irini I Ventura Camila V CV Touhami Sara S Reynolds Rhianon R Nassisi Marco M Weinberg Tamir T Pakzad-Vaezi Kaivon K Anaya Denis D Mustapha Mushawiahti M Plant Adam A Yuan Miner M Loewenstein Anat A

Eye (London, England) 20200710 5

<h4>Objective</h4>The coronavirus disease 2019 (COVID-19) pandemic has imposed measures of social distancing and barriers in delivery of "in person" education. Institutions, involved in training the next generation of ophthalmologists, are using alternative teaching methods to maintain the standard of education.<h4>Methods</h4>We conducted a worldwide survey among physicians, who are actively involved in Ophthalmology-related education, between 3 and 14 April 2020. The expert survey, developed o ...[more]

PMID: 32651545

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Project description:PurposeIn response to the COVID-19 pandemic, many postgraduate medical education lectures and conferences have been moved to a virtual platform. Questions remain regarding the effectiveness of virtual education, what types of educational offerings can be transitioned to a virtual format, and what types of curricula should still take place in person.MethodsThis study surveyed trainees from the United States who participated in a single institution's hand surgery virtual flipped classroom curriculum of 6 week-long modules. Demographics, premodule and postmodule achieved levels of learning based on Bloom's taxonomy, technology usage, and preferences were surveyed.ResultsOf the 65 participants, 41 (63.1%) responded to the survey. Trainees included hand surgery fellows (27/41 [65.9%]), orthopedic surgery residents (11/41[26.8%]), and plastic surgery residents (3/41 [7.3%]). On average, most trainees read, viewed, and participated in more than half of the articles (28/41 [68.3%]), electronic videos (31/41 [75.6%]), and conferences (35/41 [85.4%]) per week. The median level of achieved learning increased from "I can apply" to "I can analyze" for all modules. Self-directed learning was preferred for basic facts and knowledge (26/41 [63.4%]) and faculty-directed learning was preferred to review and practice advanced concepts (34/41 [82.9%]). The participants perceived benefits of the virtual curriculum to include increased scheduling flexibility (8/41[19.5%]), expert opinions (7/41 [17.1%]), and diversity of educational formats (3/41 [7.3%]). The perceived drawbacks included decreased interaction (8/41 [19.5%]), technical difficulties (6/41 [14.6%]), excessive detail (3/41 [7.3%]), and single-institution bias (2/41 [4.9%]).ConclusionsThe flipped virtual classroom model is an effective and preferred method of instruction for trainees. Trainees achieved a higher level of learning following the completion of each week-long module. Considerations for the implementation of a virtual curriculum include content quality, quantity, and reducing single-institution bias.Clinical relevanceThe implementation of virtual learning can enhance hand surgery education for the modern learner.

Project description:BackgroundAs in many countries worldwide, due to the COVID-19 pandemic lockdown, higher institutions in Nigeria closed in March 2020 and only began reopening in October of the same year. As a result of the lockdown, some higher institutions had to quickly move from the traditional face-to-face teaching method to virtual learning. This study aimed to investigate the impact of COVID-19 lockdown on education in Nigeria and also provide recommendations that may be useful in developing remote teaching contingency strategies. Five-point Likert-scale questionnaire targeting students and teachers separately was designed to get feedbacks from both students and teachers on their experiences, issues and successes. The questionnaires were divided into five categories: virtual classrooms, course learning outcomes, alternative method of assessment, impact of online teaching and satisfaction.ResultsA total of 703 students and 60 teachers from five different local universities participated in this study. All participants (> 50%) had difficulties with Internet connection. Students (67%) as well as teachers (59%) agree that they had limited interactions with one another and this negatively influence student's satisfaction (p < 0.01). While students were split on the most appropriate method of assessment, teachers (63%) believe assignments and oral examinations are more suitable for online teaching. Many teachers (66%) admitted that it was difficult assessing students' abilities and performance. Some students (> 40%) were concerned about the number of assignments given. Most teachers (84%) believe there is an increase in tendency for examination malpractice when assessment was conducted virtually. Students had significantly (p < 0.05) higher marks in all courses during online assessment compared to previous session involving face-to-face teaching. About 83% of teachers admitted it was difficult explaining complex scientific concepts.ConclusionBased on the results of this study, we provided recommendations to help educational institutions in Nigeria develop remote teaching contingency strategies.Supplementary informationThe online version contains supplementary material available at 10.1186/s42269-021-00538-6.

Dataset Information

Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective.

Publications

Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective.

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