Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19

Objective Abrupt changes in ophthalmology education caused by the COVID-19 pandemic have resulted in novel online curriculum development. The aims of this study were to identify (1) the scope of online curricula implemented both prior to and during the COVID-19 pandemic; (2) perception of educators...

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Autores principales:	Patrick S. Y. Lee, Pavlina S. Kemp, Lisa D. Kelly, Jamie B. Rosenberg, JoAnn A. Giaconi, Emily B. Graubart, Daniel W. Knoch, Rukhsana G. Mirza, Prithvi S. Sankar, Anju Goyal
Formato:	article
Lenguaje:	EN
Publicado:	Thieme Medical Publishers, Inc. 2021
Materias:	medical education ophthalmology online education virtual education covid-19 Ophthalmology RE1-994
Acceso en línea:	https://doaj.org/article/b240b51b7dcf4831bd3f84c2af713523
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spelling	oai:doaj.org-article:b240b51b7dcf4831bd3f84c2af7135232021-11-23T00:12:02ZCurrent Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-192475-475710.1055/s-0041-1735955https://doaj.org/article/b240b51b7dcf4831bd3f84c2af7135232021-07-01T00:00:00Zhttp://www.thieme-connect.de/DOI/DOI?10.1055/s-0041-1735955https://doaj.org/toc/2475-4757Objective Abrupt changes in ophthalmology education caused by the COVID-19 pandemic have resulted in novel online curriculum development. The aims of this study were to identify (1) the scope of online curricula implemented both prior to and during the COVID-19 pandemic; (2) perception of educators on these online modalities; and (3) early lessons from online implementation that may guide future curricular planning. Methods Implementation of online curricula was evaluated by using a national online survey of Ophthalmology Directors of Medical Student Education (DMSE) via Qualtrics software. Participants Medical Student Educators of the Association of University Professors of Ophthalmology (AUPO) were surveyed. Results Fifty responses were collected, representing a 64.9% response rate. Prior to the COVID-19 pandemic, 44% of institutions had no online components in their courses, but 78.3% of institutions reported increasing online components in response to the pandemic. Required courses were significantly associated both with having implemented online components before the pandemic and implementing online-only versions of these courses in response to the pandemic. The three most popular modalities used for online teaching were lectures, interactive cases, and problem-based learning, with a median satisfaction of 4.0, 4.32, and 4.35, (out of five) respectively. The least popular modalities used were online teaching of physical exam skills and telemedicine, both with a median satisfaction of 2.5. Median overall educator satisfaction with online teaching was four (out of five). The most common weakness related to online teaching was the lack of effective physical exam skills training. Conclusion Our data demonstrate that most institutions successfully shifted their ophthalmology curriculum to a virtual and online version in response to the COVID-19 pandemic. DMSEs adapted quickly, transitioning in-person clinical courses, and extracurricular activities to online formats. Overall, educator satisfaction with online curricula was high. Integration of online curricula provides the opportunity to enrich institutional curriculums and overcome limitations imposed by decreasing curriculum time. This study reveals an early window into the utilization, strengths, and weaknesses of online ophthalmology education, which can serve as a guiding point to enhance ophthalmology curriculum development.Patrick S. Y. LeePavlina S. KempLisa D. KellyJamie B. RosenbergJoAnn A. GiaconiEmily B. GraubartDaniel W. KnochRukhsana G. MirzaPrithvi S. SankarAnju GoyalThieme Medical Publishers, Inc.articlemedical educationophthalmologyonline educationvirtual educationcovid-19OphthalmologyRE1-994ENJournal of Academic Ophthalmology, Vol 13, Iss 02, Pp e163-e169 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	medical education ophthalmology online education virtual education covid-19 Ophthalmology RE1-994
spellingShingle	medical education ophthalmology online education virtual education covid-19 Ophthalmology RE1-994 Patrick S. Y. Lee Pavlina S. Kemp Lisa D. Kelly Jamie B. Rosenberg JoAnn A. Giaconi Emily B. Graubart Daniel W. Knoch Rukhsana G. Mirza Prithvi S. Sankar Anju Goyal Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19
description	Objective Abrupt changes in ophthalmology education caused by the COVID-19 pandemic have resulted in novel online curriculum development. The aims of this study were to identify (1) the scope of online curricula implemented both prior to and during the COVID-19 pandemic; (2) perception of educators on these online modalities; and (3) early lessons from online implementation that may guide future curricular planning. Methods Implementation of online curricula was evaluated by using a national online survey of Ophthalmology Directors of Medical Student Education (DMSE) via Qualtrics software. Participants Medical Student Educators of the Association of University Professors of Ophthalmology (AUPO) were surveyed. Results Fifty responses were collected, representing a 64.9% response rate. Prior to the COVID-19 pandemic, 44% of institutions had no online components in their courses, but 78.3% of institutions reported increasing online components in response to the pandemic. Required courses were significantly associated both with having implemented online components before the pandemic and implementing online-only versions of these courses in response to the pandemic. The three most popular modalities used for online teaching were lectures, interactive cases, and problem-based learning, with a median satisfaction of 4.0, 4.32, and 4.35, (out of five) respectively. The least popular modalities used were online teaching of physical exam skills and telemedicine, both with a median satisfaction of 2.5. Median overall educator satisfaction with online teaching was four (out of five). The most common weakness related to online teaching was the lack of effective physical exam skills training. Conclusion Our data demonstrate that most institutions successfully shifted their ophthalmology curriculum to a virtual and online version in response to the COVID-19 pandemic. DMSEs adapted quickly, transitioning in-person clinical courses, and extracurricular activities to online formats. Overall, educator satisfaction with online curricula was high. Integration of online curricula provides the opportunity to enrich institutional curriculums and overcome limitations imposed by decreasing curriculum time. This study reveals an early window into the utilization, strengths, and weaknesses of online ophthalmology education, which can serve as a guiding point to enhance ophthalmology curriculum development.
format	article
author	Patrick S. Y. Lee Pavlina S. Kemp Lisa D. Kelly Jamie B. Rosenberg JoAnn A. Giaconi Emily B. Graubart Daniel W. Knoch Rukhsana G. Mirza Prithvi S. Sankar Anju Goyal
author_facet	Patrick S. Y. Lee Pavlina S. Kemp Lisa D. Kelly Jamie B. Rosenberg JoAnn A. Giaconi Emily B. Graubart Daniel W. Knoch Rukhsana G. Mirza Prithvi S. Sankar Anju Goyal
author_sort	Patrick S. Y. Lee
title	Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19
title_short	Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19
title_full	Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19
title_fullStr	Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19
title_full_unstemmed	Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19
title_sort	current scope of online ophthalmology education and curriculum impact due to covid-19
publisher	Thieme Medical Publishers, Inc.
publishDate	2021
url	https://doaj.org/article/b240b51b7dcf4831bd3f84c2af713523
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Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19

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