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George C Papachristou, Jennifer Meka; Development of a curriculum for teaching glaucoma to ophthalmology residents: A needs assessment. Invest. Ophthalmol. Vis. Sci. 2018;59(9):6159. doi: https://doi.org/.
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© ARVO (1962-2015); The Authors (2016-present)
The purpose of the study is to assess curricula of ACGME residencies for teaching glaucoma to residents. We also seek to identify the topics and teaching modalities perceived to improve in-service (OKAP) exam scores and performance as a future ophthalmologist. Such information can be used in the development of curricula to teach glaucoma.
An anonymous, voluntary, IRB approved survey was emailed to ACGME accredited ophthalmology programs. The program director or faculty in charge of glaucoma teaching was asked to complete the survey consisting of multiple choice, ranking, and open-response questions investigating the existing curricula. Information such as presence of a curriculum, residents per year, lecture topics, and teaching and evaluation modalities was asked about. The opinion of which topics and teaching modalities translated to improved OKAP exam scores and performance as a future ophthalmologist were solicited.
92.8% of programs reported having a formal glaucoma curriculum. 85.7% of programs have dedicated glaucoma rotations but the site of these varied. Residents spent an average of 11.9 weeks on glaucoma rotations. 78.6% had a glaucoma specific journal club, and 92.8% had required readings with the BCSC Glaucoma Section being the most common (68.4%) text. All programs reported having formal lectures spending an average of 3.0hrs/mo covering glaucoma topics. The most commonly covered topics were the chapters of the BCSC Glaucoma text along with HVF interpretation and OKAP review. The topics of OKAP review (38.5%) and open angle glaucomas (28.6%) were thought to lead to the greatest improvement in OKAP scores while clinical evaluation lectures (83.3%) were thought to improve performance in future practice. The teaching modalities that were deemed most efficacious in improving OKAP scores were formal lectures and clinical exposure; while just the latter was thought to be most efficacious for future clinical practice.
The survey highlights the diversity in teaching modalities and topics covered by different academic centers. Most respondents found open angle glaucoma and OKAP review topics to be most important for OKAP performance in contrast to clinical valuation teachings being most important for future clinical practice. The results can be used to create a glaucoma curriculum using the highest yield teaching modalities and topics for resident education.
This is an abstract that was submitted for the 2018 ARVO Annual Meeting, held in Honolulu, Hawaii, April 29 - May 3, 2018.
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