Design and Development of Virtual Modules Based on Introductory Ophthalmology Lectures for Medical Trainees

Theme: Glaucoma
What: Glaucoma
Part of: Glaucoma IV: New Tech / Glaucome IV: Nouvelles technologies
When: 6/1/2024, 11:15 AM - 12:45 PM
Where: Room | Salle 801

Abstract

Purpose: Medical students in Canada often lack formalised ophthalmology teaching, leading to knowledge gaps and limited career exploration. To address this, the Canadian Ophthalmology Student Interest Group (COSIG) created the Virtual Introductory Summer Course in Ophthalmology (VISCO), a free six-week course consisting of lectures by Canadian ophthalmologists/residents and pre-reading materials. Despite the success of this course in 2021 and 2022, its lasting advantages are limited. Live Zoom sessions were not accessible for some students, the archived recordings posted on YouTube are lengthy and less engaging than the live sessions, and there is minimal flexibility for self-directed learning. Here we describe the creation of virtual modules to facilitate a comprehensive understanding of ophthalmology concepts while simultaneously enhancing the accessibility and interactivity of introductory ophthalmology education for medical trainees. 

Study Design: Technical report

Methods: VISCO lectures were reviewed for extraction of key themes, pertinent examples, and learning objectives. This information was integrated into the ScholarRx Bricks online platform using text, images, videos, and quizzes. Each module was edited by a panel of three reviewers composed of medical students and ophthalmology residents to maintain the accuracy and educational integrity of the original lectures. The COSIG executive team piloted the virtual modules, providing feedback on the clarity, engagement, and effectiveness of the content that was incorporated. The finalised modules were made accessible to the public on the COSIG’s website (www.cosig-geico.com).

Results: Five ScholarRx Bricks modules were created. The lecture titled Anatomy, Physiology, and Approach to the Patient with an Eye Complaint was converted from a 2.2-hour video to a 9-minute module (93% reduction). The Cataract & Glaucoma lecture was converted from a 1.5-hour video to a 15-minute module (84% reduction). The Retina lecture was converted from a 1.9-hour video to a 15-minute module (87% reduction). The Uveitis lecture was converted from a 44-minute video to a 14-minute module (68% reduction). The Pediatric Ophthalmology and Optics lecture was converted from a 44-minute video to an 11-minute module (75% reduction). 

Conclusions: This work demonstrates the successful development and integration of virtual learning modules for medical students using ScholarRx Bricks based on the lectures from the COSIG's Virtual Introductory Summer Course in Ophthalmology. These modules aim to enhance the educational experience of medical students by providing accessible, engaging, and flexible learning tools. Continued assessment of these virtual modules and their impact on student learning outcomes is essential for future work and has the potential to enhance ophthalmology education by complimenting traditional teaching methods.

Presenter(s)

Presenting Author: Nicole Costanzo

Additional Author(s):

Sloane Kowal, Queen’s School of Medicine, Queen’s University

Mohammad Shayyan Wasim, College of Medicine, University of Saskatchewan

Maggie Hou, Faculty of Medicine, University of British Columbia

Anne Xuan-Lan Nguyen, Department of Ophthalmology & Vision Sciences, University of Toronto

Stuti Tanya, Department of Ophthalmology & Visual Sciences, McGill University

---