Assistant Professor of Ophthalmology and Medical Education, Icahn School of Medicine at Mount Sinai/New York Eye and Ear, Eye and Vision Research Institute.
Deputy Chair of Education and Professor of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye and Ear, Eye and Vision Research Institute.
MedEdPORTAL. 2021 Mar 4;17:11117. doi: 10.15766/mep_2374-8265.11117.
Triggered by the COVID-19 pandemic, medical education has moved online, tasking medical educators with developing virtual learning experiences. This is particularly challenging for less-represented disciplines, such as ophthalmology. We designed a red eye clinical reasoning case for preclinical medical students, which can be delivered virtually, using video conference software.
We developed a 90-minute red eye/clinical reasoning workshop for which prereading was assigned to students. We then delivered a virtual development session to nonophthalmologist copreceptors and provided a session faculty guide. The entire first-year medical student class (No. = 140) participated in one of four identical workshops, which included virtual small- and large-group discussions. Students completed a knowledge pre- and posttest, and an optional session postsurvey.
Knowledge gains from pretest (No. = 94) to posttest (No. = 73) were statistically significant ( < .05), with average scores improving from 57% to 70%. Overall, students were satisfied, rating the following items 4 or 5 out of 5: session (86%, No. = 31), virtual format (83%, No. = 30), and if they recommended future use (69%, No. = 35).
This novel, virtual clinical reasoning case simulated small- and large-group learning, achieved knowledge gains, and was well received by students. Minor technical challenges were encountered but successfully remedied, without apparent disruption to learning. This virtual medical education model can be used to enhance ophthalmology education in preclinical medical students and can be adapted for virtual design of other curricular content.
受 COVID-19 大流行的影响，医学教育已经转移到线上，这给医学教育工作者带来了开发虚拟学习体验的任务。对于像眼科这样代表性不足的学科来说，这尤其具有挑战性。我们为基础医学学生设计了一个红眼临床推理病例，可以使用视频会议软件在线上进行。
我们为学生分配了预习内容，设计了一个 90 分钟的红眼/临床推理研讨会。然后，我们为非眼科同行受体提供了一个虚拟开发课程，并提供了课程教师指南。整个一年级医学生班级（人数=140）参加了四个相同研讨会之一，其中包括虚拟小组和大组讨论。学生完成了知识预测试和后测试，以及可选的课程后调查。
从预测试（人数=94）到后测试（人数=73）的知识增益具有统计学意义（<0.05），平均分数从 57%提高到 70%。总体而言，学生对课程非常满意，对以下项目的评分均为 4 或 5（满分 5 分）：课程（86%，人数=31）、虚拟格式（83%，人数=30）和他们是否推荐未来使用（69%，人数=35）。
这个新颖的虚拟临床推理病例模拟了小组和大组学习，实现了知识的增益，并且受到了学生的欢迎。我们遇到了一些小的技术挑战，但成功地解决了这些问题，并没有明显影响学习。这种虚拟医学教育模式可以用于增强基础医学学生的眼科教育，也可以适用于其他课程内容的虚拟设计。
