April 2009
Volume 50, Issue 13
ARVO Annual Meeting Abstract  |   April 2009
Development and Validation of an Innovative Educational Model in Ophthalmology Education
Author Affiliations & Notes
  • T. Chan
    Ophthalmology, University of Western Ontario, London, Ontario, Canada
  • C. M. L. Hutnik
    Ophthalmology, University of Western Ontario, London, Ontario, Canada
  • Footnotes
    Commercial Relationships  T. Chan, Alcon Canada, Inc., F; Allergan Canada, Inc., F; C.M.L. Hutnik, None.
  • Footnotes
    Support  None.
Investigative Ophthalmology & Visual Science April 2009, Vol.50, 2458. doi:
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      T. Chan, C. M. L. Hutnik; Development and Validation of an Innovative Educational Model in Ophthalmology Education. Invest. Ophthalmol. Vis. Sci. 2009;50(13):2458.

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      © ARVO (1962-2015); The Authors (2016-present)

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Purpose: : Evidence suggests that active learning has greater educational value than passive learning. Personal Learning Projects (PLPs) are an innovative active learning model that has recently been utilized in medical education, including the continued medical education of practicing ophthalmologists. The purpose is to investigate the effectiveness of the PLP model in ophthalmology postgraduate training.

Methods: : Ophthalmology residents across Canada were invited to attend an education session on the topic of the management of optic disc hemorrhages in glaucoma. Sessions were conducted at participating residency programs. At each setting, residents were randomized into the PLP group or the control group, the latter which consisted of a didactic lecture based upon the American Academy of Ophthalmology Manuals. All participants completed a pre-test, post-test, and a satisfaction survey.

Results: : Residents from 7 ophthalmology programs in Canada participated in this study. No significant difference was found in the pre-test scores of the control group (n=20) and the PLP group (n=19). The post-test score of the control group and PLP group were 52.7% and 77.5% respectively. 75% of participants in the PLP group felt that the model highly facilitated interactive learning. The mean overall satisfaction score (5-point scale) was 3.3 and 4.5 in the control and PLP groups, respectively.

Conclusions: : Utilization of PLPs in ophthalmology residency teaching has resulted in more effective knowledge delivery and higher trainee satisfaction than the traditional didactic lecture format. Our study contributes to validation of an innovative and effective educational model that can be incorporated into postgraduate ophthalmology training.

Keywords: clinical (human) or epidemiologic studies: systems/equipment/techniques • optic disc 

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