Robles-Holmes Hailey, Kolli Ajay, Cox Victor, Nguyen Anne Xuan-Lan, Watane Arjun, Portney David, Ballouz Dena, Sridhar Jayanth
Department of Ophthalmology, University of Miami Miller School of Medicine, Miami, Florida.
Department of Ophthalmology, University of California San Francisco, San Francisco, California.
J Acad Ophthalmol (2017). 2023 May 22;15(1):e119-e125. doi: 10.1055/s-0043-1769463. eCollection 2023 Jan.
In recent decades, ophthalmology exposure in medical school has been increasingly reduced. In turn, medical students have expressed concern over their ophthalmic skills. Research investigating the status of ophthalmology education in U.S. undergraduate medical curricula is limited to institutional data devoid of the student or resident perspective. This study seeks to gain a better understanding of current ophthalmology education for U.S. medical students from the trainee point of view. A cross-sectional survey was distributed to current U.S. medical students interested in ophthalmology and U.S. ophthalmology residents. Demographic data, ophthalmology curriculum information, respondent learning preferences, and personal reflections were recorded. Thematic analysis and chi-square tests were utilized. In total, 387/4,482 (8.6%) surveys were completed by respondents from 75 U.S. medical institutions. Most respondents were exposed to formal ophthalmology curriculum (63%), research (89%), mentorship (84%), and clinical experiences (87%) during medical school, and medical school curriculum was ranked the third most helpful resource for students to learn about ophthalmology. Yet, 29% of residents ( = 55) did not feel confident in their diagnostic ophthalmology skills based on their medical school exposure. Student and resident recommendations for improving ophthalmology education delivery commonly referenced nontraditional ophthalmology resources such as online videos ( = 83) to supplement traditional learning materials such as lectures ( = 56). These findings suggest that primary ophthalmology exposure in medical school has shifted toward extracurricular activities such as research and clinical observation. Considering the increasing time demands placed on the medical education system, utilizing nontraditional educational materials to supplement current undergraduate medical education in ophthalmology may provide educators with a resource to improve learner confidence and resident preparedness.
近几十年来，医学院校中眼科教学的课时越来越少。相应地，医学生们对自己的眼科技能表示担忧。关于美国本科医学课程中眼科教育状况的研究仅限于机构数据，缺乏学生或住院医师的视角。本研究旨在从实习生的角度更好地了解美国医学生当前的眼科教育情况。
一项横断面调查面向对眼科感兴趣的美国在校医学生和美国眼科住院医师展开。记录了人口统计学数据、眼科课程信息、受访者的学习偏好和个人看法。采用了主题分析和卡方检验。
共有来自75所美国医学院校的387名受访者（占4482人的8.6%）完成了调查。大多数受访者在医学院期间接受过正规的眼科课程学习（63%）、参与过研究（89%）、得到过导师指导（84%）以及有过临床经验（87%），医学院的课程被评为学生了解眼科知识的第三大最有用资源。然而，29%的住院医师（n = 55）基于医学院期间的学习经历，对自己的眼科诊断技能缺乏信心。学生和住院医师对于改进眼科教育方式的建议普遍提到了非传统的眼科资源，如在线视频（n = 83），以补充传统的学习材料，如讲座（n = 56）。
这些发现表明，医学院校中眼科的主要教学方式已转向研究和临床观察等课外活动。考虑到医学教育系统面临的时间需求不断增加，利用非传统教育材料来补充当前本科眼科医学教育，可能为教育工作者提供一种提高学习者信心和住院医师准备程度的资源。
