Purchase this article with an account.
M. Ayaki, M. Soda, H. Nishihara, S. Yaguchi, S. Higuchi, K. Tanaka, O. Yagi, R. Koide, M. Inatomi; Tutorial (Problem–Based Learning) for Clinical Education of Ophthalmology . Invest. Ophthalmol. Vis. Sci. 2005;46(13):1957.
Download citation file:
© ARVO (1962-2015); The Authors (2016-present)
Purpose: Tutorial style education is to encourage the learners to find how to solve the problem of a given case. We developed a tutorial method for clinical ophthalmology training and performed it for more than 400 medical students since 2001. We used questionnaire to evaluate our method. Methods: Two students of each small group (6–7 persons) in fifth grade medical students were assigned to act as simulated patients and a tutor prepared typical clinical data of common eye diseases including cataract, normal tension glaucoma, retinal detachment, and optic neuritis. On the day of tutorial, other students acted as physicians to practice medical interview and informed consent. All of them could refer text material and a tutor facilitated the learners to make proper clinical reasoning process leading to a correct diagnosis by providing data and suggestions according to interview and request from physicians. It took 20 minutes for each case and the patients asked questions after the diagnosis was made. The tutor gave feedback to all participants to conclude the course. Results: A total of 100 questionnaire sheets were retrieved in academic year 2004. 97 % of them said tutorial should be continued and 75% said it was impressive. The major advantages they indicated were experience of diagnostic process (79%), role play (38%), and watching others’ interview (34%). 67% preferred to act as physician for next tutorial. They found this course was slightly confusing (68%) but fun (82%). Conclusions: Tutorial was effective for clinical ophthalmology training. We will continue it and further attempt to establish the formative evaluation of learners.
This PDF is available to Subscribers Only