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1.
Middle East Afr J Ophthalmol ; 28(4): 230-238, 2021.
Article in English | MEDLINE | ID: covidwho-1835268

ABSTRACT

PURPOSE: Faculty development for procedural specialists aims at developing both their medical education and surgical competence. This has been challenging during the COVID-19 pandemic, especially in under-resourced settings and African Lusophone ophthalmology community has been no exception. The Mozambican College of Ophthalmology (MOC) and the Continuing Professional Development Committee of the International Council of Ophthalmology (ICO) established a collaboration to enhance simulation-based clinical teaching competence in cataract surgery. METHODS: Ten Mozambican ophthalmologists experienced in teaching cataract surgery participated in a group mentoring assisted 6 month/11 flipped-learning online experience on curriculum design, which included practice-based and social learning strategies, continuous bidirectional feedback, individual and group reflection opportunities, and the demonstration of declarative and procedural competencies. Program evaluation consisted of pre and post-test knowledge assessment; individual homework, informed by curated reading and a recorded lesson; feedback surveys for each module and one month after the program's conclusion, and a longitudinal project on creating a simulation-based education session on one step of cataract surgery. RESULTS: Participants a) highlighted the opportunity to advance their scholarly teaching skills as facilitators; b) showed an increase in knowledge post-test, expressed commitment to improve their learning experiences´ design, include interactive educational methods, and provide constructive feedback; and c) formed a sustained community of practice of ophthalmologists educators (CoP). CONCLUSION: This online faculty development program, assisted by group mentoring, held during the COVID-19 pandemic, facilitated the development of a CoP and was effective in enhancing teaching competence in curriculum design to apply in simulation-based learning environments.


Subject(s)
COVID-19 , Cataract , COVID-19/epidemiology , Curriculum , Faculty , Humans , Pandemics , Teaching
2.
EuropePMC; 2020.
Preprint in English | EuropePMC | ID: ppcovidwho-310984

ABSTRACT

Background: This study aimed to assess the acceptability and effectiveness of training second and final-year residents, at the Regional Institute of Ophthalmology, a tertiary-level ophthalmic training center in Trujillo, Peru, in phacoemulsification cataract surgery through structured distance surgical mentorship wet lab courses. Methods: : Delivered three five-week distance surgical mentorship wet lab courses, administered through Cybersight, Orbis International’s telemedicine platform. Weekly lectures and demonstrations addressed specific steps in phacoemulsification surgery. Each lecture had two accompanying wet lab assignments, which residents completed and recorded in their institution’s wet lab and uploaded to Cybersight for grading. Competency was assessed through the anonymous grading of pre- and post-training surgical simulation videos, masked as to which videos were recorded before and after training, using a standardized competency rubric adapted from the International Council of Ophthalmology’s Ophthalmology Surgical Competency Assessment Rubric (ICO-OSCAR). Day one best-corrected post-operative visual acuity (BVCA) was assessed in the operative eye on the initial consecutive 4-6 surgeries conducted by the residents. An anonymous satisfaction survey was administered to trainees’ post-course. Results: : In total, 21 second and final-year residents participated in the courses, submitting a total of 210 surgical videos. Trainees’ average competency score (scale of 0-32) increased 6.95 (95%CI [4.28, 9.62], SD=5.01, p<0.0001, two sample t-test) from 19.3 (pre-training, 95%CI [17.2, 21.5], SD=4.04) to 26.3 (post-training, 95%CI [24.2, 28.3], SD=3.93). Among 100 post-training resident surgeries, visual acuity for 92 (92%) was ≥20/60, meeting the World Health Organization’s criterion for good cataract surgical quality. Conclusions: : Structured distance wet lab courses in phacoemulsification resulted in significantly improved cataract surgical skills. This model could be applicable to locations where there are obstacles to traditional in-person wet lab training and can also be effectively deployed to respond to a disruptive event in medical education, such as the current COVID-19 pandemic.

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