Liao Jennifer, Wright Robin Redmon, Vora Gargi K
Department of Ophthalmology, The Robert Larner, M.D. College of Medicine, University of Vermont, Burlington, VT, USA.
Department of Behavioral Sciences and Education, Pennslyvania State University Harrisburg, Middletown, PA, USA.
J Med Educ Curric Dev. 2024 Apr 7;11:23821205241245635. doi: 10.1177/23821205241245635. eCollection 2024 Jan-Dec.
This literature review aims to explore research and conceptual pieces on the state of ophthalmology education and suggest potential ways to address current challenges.
A search was conducted in PubMed, ERIC, Web of Science, and Google Scholar with combinations of the following search terms: "ophthalmology education," "undergraduate medical education," "medical student," "United States," and "Canada." Eliminating irrelevant articles yielded 47 articles. Three were excluded because of region and focus, leaving 44. After examining the citations, we generated an additional 22 texts for review, totaling 66 articles.
Four primary themes were identified: (1) challenges to ophthalmological education in the U.S. and Canada, (2) potential remedies for optimizing ophthalmology curriculum, (3) technology in ophthalmology education, and (4) innovative ophthalmology teaching approaches. Major challenges included the lack of a standardized curriculum and inadequate clinical exposure and skills training. A number of remedies were proposed, such as standardizing curriculum and furthering faculty involvement, utilizing technology as time-effective learning aids, and employing innovative teaching approaches such as service learning.
In light of challenges in ophthalmology education, curriculum designers should consider Cognitive Load Theory (CLT) to assist students to remember meaningful exposures to ophthalmology knowledge and techniques. Based on CLT, we suggest two potential approaches to incorporating ophthalmology curriculum. The first is to embrace interdisciplinary collaborations and place ophthalmology knowledge in varied contexts to facilitate schema construction. The second is to incorporate ophthalmology diagnostics requirements into OSCEs and utilize simulation models for students to gradually increase the fidelity of tasks and devote cognitive resources fully to learning.
本综述旨在探讨有关眼科教育现状的研究和概念性文章，并提出应对当前挑战的潜在方法。
在PubMed、教育资源信息中心（ERIC）、科学网和谷歌学术中进行搜索，使用以下搜索词组合：“眼科教育”“本科医学教育”“医学生”“美国”和“加拿大”。剔除无关文章后得到47篇文章。由于地域和重点原因排除3篇，剩下44篇。在检查参考文献后，我们又生成了22篇文本以供审查，共计66篇文章。
确定了四个主要主题：（1）美国和加拿大眼科教育面临的挑战；（2）优化眼科课程的潜在补救措施；（3）眼科教育中的技术；（4）创新的眼科教学方法。主要挑战包括缺乏标准化课程以及临床接触和技能培训不足。提出了一些补救措施，如标准化课程并加强教师参与、将技术用作节省时间的学习辅助工具以及采用服务学习等创新教学方法。
鉴于眼科教育面临的挑战，课程设计者应考虑认知负荷理论（CLT），以帮助学生记住对眼科知识和技术的有意义接触。基于认知负荷理论，我们提出了两种纳入眼科课程的潜在方法。第一种是进行跨学科合作，将眼科知识置于不同情境中以促进图式构建。第二种是将眼科诊断要求纳入客观结构化临床考试（OSCE），并利用模拟模型让学生逐渐提高任务的逼真度，从而将认知资源充分投入到学习中。
