Journal of Academic Ophthalmology
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Impact of Electronic Health Record Implementation on Ophthalmology Trainee Time Expenditures
No full textImpact of Electronic Health Record Implementation on Ophthalmology Trainee Time Expenditure
First-Year Ophthalmology Residency Call Structure and Its Association with Resident Anxiety and Confidence
No full textPurpose The main purpose of this article is to characterize methods for preparing first-year ophthalmology residents for call and to evaluate the association between call structure and anxiety levels.
Methods Data on call structure and preparatory courses were collected by a national online survey of residency program directors and first-year residents in 2016 and 2017. Anxiety was assessed using the Endler Multidimensional Anxiety Scale, and confidence in evaluating and managing critical diagnoses on call was evaluated using a modified Likert-type scale.
Results In 2016, 132 first-year ophthalmology residents (28% of 465 total) responded to the survey, and in 2017, 103 first-year residents (22% of 469 total) responded, for a total of 235 residents participating. About 97.4% of residents reported that their residency program had a buddy call system, and 73.2% reported that their residency offered a preparatory course at the beginning of residency. In the resident cohort from 2017, there was a statistically significant association between length of buddy call duration and cognitive worry anxiety level (p = 0.01) with the lowest mean anxiety scores reported among those whose buddy call system lasted between 9 and 12 weeks. Higher confidence in making critical diagnoses on call was significantly associated with lower anxiety scores (p \u3c 0.05 for all surveyed diagnoses). In the 2016 cohort, the mean cognitive worry score was significantly lower in those who had a preparatory course than those who did not (17.6 vs 22.2, p = 0.02), as was the mean overall anxiety score (33.8 vs 40.8, p = 0.04).
Conclusion Buddy call and preparatory courses are associated with less anxiety and improved confidence among residents on call
A Pilot Study on the Effects of Physician Gaze on Patient Satisfaction in the Setting of Electronic Health Records
No full textA Pilot Study on the Effects of Physician Gaze on Patient Satisfaction in the Setting of Electronic Health Record
Evaluation of Ophthalmology Residency Program Web Sites
No full textEvaluation of Ophthalmology Residency Program Web Site
Changes in Leadership: A 20-Year Study of Trends in Tenure of Chairs of Departments of Ophthalmology
No full textChanges in Leadership: A 20-Year Study of Trends in Tenure of Chairs of Departments of Ophthalmolog
“Who Is Doing My Surgery?” Patient Preferences Regarding Trainee Involvement in Surgical Care
No full text“Who Is Doing My Surgery?” Patient Preferences Regarding Trainee Involvement in Surgical Car
Teaching Ophthalmology Residents Clinical Optics Via a Flipped Classroom Curriculum
No full textBackground Clinical optics is an essential part of ophthalmology resident education that can be challenging for both learners and teachers when taught using a lecture format. The effectiveness of a flipped classroom approach in this context has not been formally evaluated.
Objective The main purpose of this article is to compare the effectiveness of flipped classroom versus lecture-based clinical optics curricula in a graduate medical education setting.
Design Retrospective, nonrandomized, pre- and post-interventional study from 2009 to 2016.
Setting, Participants Ophthalmology residency program at the Casey Eye Institute, Oregon Health & Science University, an academic medical center in the United States. Participants included all ophthalmology residents able to take at least one Ophthalmic Knowledge Assessment Program (OKAP) examination during the years 2009 to 2016.
Methods The clinical optics curriculum was changed from a lecture-based series to a flipped classroom curriculum and moved from the fall to winter during the 2012 to 2013 academic year. No major changes were made to the curriculum in other subject areas during the study period. Resident performance on the OKAP annual national in-service examination for the 4 years before and after the optics curriculum change was compared. Specifically, the scaled subtest scores from the Optics, Refraction, and Contact Lens subsection were examined, while scores from the 10 nonoptics subsections served as controls.
Results Scores from 57 resident test administrations before the optics curriculum change and 59 after the optic curriculum change were available for comparison. The Optics, Refraction, and Contact Lens subsection mean scores were 50.37 ± 2.31 and 57.27 ± 2.47 before and after the optics curriculum change, respectively (mean ± 95% confidence interval). This was the only subsection score to show a statistically significant difference after the optics curriculum change (p = 0.00008).
Conclusions and Relevance In comparison to a lecture-based curriculum, a flipped classroom approach to clinical optics education was found to be associated with higher ophthalmology resident performance on the optics subsection of the OKAP examination. Our study suggests that a flipped classroom format may be more effective than traditional lectures for teaching clinical optics in a graduate medical education setting
Technology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Development
No full textTechnology Use in Ophthalmology Resident Education: Results to Aid Program Directors in Curriculum Developmen
Completing the Basic and Clinical Science Course as a First-Year Ophthalmology Resident
No full textCompleting the Basic and Clinical Science Course as a First-Year Ophthalmology Residen