ArticleCureus2024
Evaluating Undergraduate Learning in an Ophthalmology Rotation: A Study Using Virtual Questionnaires.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Authors and funding
7 authors.
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Abstract
Background Medical school ophthalmology education is often insufficient for non-ophthalmologist physicians to achieve proficiency in managing ophthalmic cases. Objective This study evaluates learning during a clinical rotation in a Brazilian medical school that implemented a two-week ophthalmology rotation. Methods This quantitative and qualitative study involved all eligible students for the rotation. Two different questionnaires were administered before and after to assess knowledge, understanding, and problem-solving abilities in ophthalmology. Each questionnaire contained 11 theme-paired questions developed according to the International Council of Ophthalmology curriculum and guidelines for medical student education. The primary qualitative outcome was a 30% improvement in scores between the pre- and post-rotation tests, as defined by two ophthalmology professors who developed the questionnaire. Data was analyzed anonymously using STATA BE 18 software, and questionnaire reliability was measured using Kuder-Richardson Formula. Results Of the 69 eligible students, 36 (52.17%) completed both tests. The internal consistency of the pre-and post-rotation questionnaires was acceptable, with Kuder-Richardson Formula scores of 0.66 and 0.64, respectively. Although scores significantly improved from 6.97 pre-rotation to 7.72 post-rotation (p=0.01), the mean score only improved by 10.76%, falling short of the 30% target. Scores improved significantly in the Red Eye and Primary Care Attention from 0.49 to 0.78 (p<0.01), but decreased in Anatomy and Physiology of the Posterior Segment (from 0.80 to 0.67, p<0.01) and the Anatomy and Physiology of Extraocular Muscles (from 0.92 to 0.79, p=0.04). No statistically significant difference was observed in the Anatomy and Physiology of the Anterior Chamber. Conclusions This study concludes that undergraduate students learning during an ophthalmology rotation was unsatisfactory. However, this is an exploratory study; further research with a larger sample size is necessary.
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Registered trials
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.