A new vision of teaching ophthalmology in a simulation clinic

Background This article presents a new vision for teaching ophthalmology in an ophthalmology simulation clinic. The ophthalmology simulation clinic (OSC) is an innovative computer-based learning module that enables college students to hone their history taking and clinical reasoning skills while formulating diagnostic and treatment plans for virtual patients with simulated eye diseases. Rapid and exciting advances in educational technology have had a significant impact on the delivery of medical education [1–3]. Computer-based learning programs are becoming increasingly sophisticated in their design to complement medical curricula and facilitate traditional teaching methods, creating promising pedagogical strategies for faculty and new virtual clinical learning environments. New educational technology modules have been developed as a result of limitations in classroom time and shortages of faculty and teaching resources [4, 5]. Objective To evaluate an educational program, identify a module in the curriculum, traditional and innovative teaching methods, or a combination of both, that will have greater educational effectiveness. Material and Methods A randomized controlled trial was conducted with ophthalmology residents attending a clinical ophthalmology rotation. A pre- and post-test based on ophthalmology knowledge with multiple choice, and a satisfaction questionnaire were administered to respondents. The primary learning outcome was measured by comparing the mean scores from a structured and validated test based on ophthalmology knowledge, which was administered before and after the educational intervention. Residents' learning experience and perceptions of the OQC were assessed. Results The OQC is an innovative program designed to enhance teaching and learning by allowing residents and fellows to hone their clinical reasoning skills by formulating a diagnosis and treatment plan on virtual patients with simulated eye diseases in a safe learning environment before practicing on real patients. The advantages of the software include that it can be used without causing inconvenience, stress or discomfort to the patient whose eyes are being examined by the students. Furthermore, the OSC program offers flexibility and independence, allowing each trainee to learn at their own time, creating better access for them while maintaining a connection with online experts who provide regular and controlled feedback. Conclusion Based on the positive feedback from the trainees, the implementation of the OSC in the revised ophthalmology curriculum can provide the most effective and efficient training for residents and postgraduates in the specialty of ophthalmology at the M.M. Krasnov Research Institute of Eye Diseases. Such innovative programs should be encouraged as a time-effective method of learning and acquiring ophthalmological knowledge in the educational program. Keywords: assessment; medical education; ophthalmology simulation clinic