Evidence map›Paper›PMID 33838164›Full record

ReviewSurvey of ophthalmology

Impact of COVID-19 pandemic on ophthalmology medical student teaching: educational innovations, challenges, and future directions.

Tony Succar, Hilary A Beaver, Andrew G Lee

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Survey of ophthalmology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.

0numbers the graph read from it
0cells of the map it votes in
17citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

17 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Tony SuccarMassachusetts Eye and Ear, Harvard Medical School, Boston, Massachusetts, USA; University of Sydney, Discipline of Ophthalmology, Save Sight Institute, Sydney, Australia. Electronic address: tony_succar@meei.harvard.edu.
Hilary A BeaverBlanton Eye Institute, Houston Methodist Hospital, Department of Ophthalmology, Houston, Texas, USA; Department of Ophthalmology, University of Texas Medical Branch, Galveston, Texas, USA; University of Texas MD Anderson Cancer Center, Houston, Texas, USA; Department of Ophthalmology, The University of Iowa Hospitals and Clinics, Iowa City, Iowa, USA; Departments of Neurology and Neurological Surgery, Weill Cornell Medical College, New York, New York, USA; Department of Ophthalmology, Baylor College of Medicine (Adjunct Professor), Houston, Texas, USA; The UT MD Anderson Cancer Center, Houston, Texas, USA; The University of Iowa Hospitals and Clinics (Adjunct Professor), Iowa City, Iowa, USA.
Andrew G LeeBlanton Eye Institute, Houston Methodist Hospital, Department of Ophthalmology, Houston, Texas, USA; Departments of Ophthalmology, Neurology, and Neurosurgery, Weill Cornell Medicine, New York, New York, USA; Department of Ophthalmology, University of Texas Medical Branch, Galveston, Texas, USA; University of Texas MD Anderson Cancer Center, Houston, Texas, USA; Department of Ophthalmology, The University of Iowa Hospitals and Clinics, Iowa City, Iowa, USA; Departments of Neurology and Neurological Surgery, Weill Cornell Medical College, New York, New York, USA; Department of Ophthalmology, Baylor College of Medicine (Adjunct Professor), Houston, Texas, USA; The UT MD Anderson Cancer Center, Houston, Texas, USA; The University of Iowa Hospitals and Clinics (Adjunct Professor), Iowa City, Iowa, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Graduate medical education (GME) in ophthalmology has faced and overcome many challenges over the past years, and 2020 has been a game-changer. Although the severe acute respiratory syndrome coronavirus pandemic disrupted medical education globally, ophthalmic educators rapidly transformed their curricula to novel and effective virtual learning formats. Thus, while the COVID-19 outbreak has been one of the most significant challenges faced in the history of medical education, it has also provided an impetus to develop innovative teaching practices, bringing with it unprecedented success in allowing medical students to continue their education in ophthalmology despite these challenges. We review and appraise novel educational interventions implemented by various institutions in response to the COVID-19 pandemic, highlighting their effectiveness, challenges and proposing future directions beyond the pandemic. Many of these innovations will persist even after the end of the pandemic because they have proven that face-to-face learning is not required for all aspects of the ophthalmic GME curriculum. As ophthalmic educators harness the power of educational technology it is critical that their novel educational initiatives are incorporated into competency-based curricula with assessments mapped to the competencies. Future research should focus on evaluating the impact of this transformation to virtual learning environments on student performances as well as implementing longitudinal assessment strategies for clinical competence in workplace-based practice.

Indexed as

COVID-19Education, MedicalOphthalmologyStudents, MedicalCurriculumHumansPandemicsSARS-CoV-2COVID-19Graduate medical educationOphthalmologySARS-CoV2Virtual educational technology

Identifiers

PMID33838164
PMCPMC9757816

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.