Abstract
Background: The use of video in medical education is increasing but to date no one has investigated student opinion on teaching direct ophthalmoscopy using video. Aims: To assess two methods of teaching direct ophthalmoscopy (1) a practical demonstration of the technique and (2) an educational video. Methods: 35 final year medical students were given a practical demonstration of direct ophthalmoscopy followed by a questionnaire on their opinions. At another session 24 students were shown a video followed by the same practical demonstration. This group was taught using both methods so that they would not be disadvantaged. The students were then asked to complete a questionnaire on their learning experience. Results: Students preferred the practical demonstration over the video in a number of areas. Students felt that their understanding of ophthalmoscopy was better after the practical session (p=0.024), that they were more likely to recommend the session to another student (p=0.0048), and it was more helpful in improving their technique (p<0.0001). They were also more likely to attend the practical teaching session again (p=0.037). No significant differences were found with respect to content, delivery, fulfilling expectations and achieving learning objectives. Conclusion: Our current practice of direct ophthalmoscopy teaching is highly regarded. Students felt the video may have a role as an adjunct to learning or a tool for revision
Highlights
The ability to perform direct ophthalmoscopy is a basic requirement of all medical students
The teaching of direct ophthalmoscopy is often subject to considerable time pressure, with only a short time in the undergraduate curriculum dedicated to clinical ophthalmology
There were no significant differences when asked whether the teaching helped to achieve my learning objectives (p=0.48) and whether the teaching fulfilled my expectations (p=0.150)
Summary
The ability to perform direct ophthalmoscopy is a basic requirement of all medical students. It is an important skill and can enable a doctor to detect life-threatening pathology such as an intracranial tumour or malignant hypertension. Making a video requires substantial preparation and the information delivered may be more concise. It allows repetitive consistency in its deliverance of the learning material, methodically covering the learning objectives without the danger of loss of specific learning points, or of students being taught by individuals with different levels of expertise. The use of video in medical education is increasing but to date no one has investigated student opinion on teaching direct ophthalmoscopy using video
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Clinical & Experimental Ophthalmology
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
