CC BY-NC-ND 4.0 · Journal of Academic Ophthalmology 2020; 12(02): e267-e272
DOI: 10.1055/s-0040-1718567
Research Article

Relationship between Didactic Attendance and Average Ophthalmic Knowledge Assessment Program Performance

1   Department of Ophthalmology, University of Arizona School of Medicine, Tucson, Arizona
› Author Affiliations

Abstract

Background The Accreditation Council for Graduate Medical Education's ophthalmology-specific program requirements indicate that a resident must participate in 360 hours of educational activities over the course of residency. The requirements allow a variety of options by which this educational process may occur. Furthermore, the current generation of learners has used a large array of learning tools in their careers: digital media, online resources, question banks, flipped classrooms, problem-based learning, and asynchronous lectures in addition to the traditional face-to-face didactic lectures.

Objectives This article determines if the traditional face-to-face didactic lectures play a significant role in the education of ophthalmology residents, attempts to quantitate this role, and estimates the relative importance of this method.

Methods Lecture hours beginning immediately after an Ophthalmic Knowledge Assessment Program (OKAP) examination and up to the subsequent exam was tabulated for 40 residents over 8 years. From 2012 through 2019 each of the residents took the OKAP exam one to three times. The average overall OKAP score for each resident was then regressed against his or her logged hours of didactics that year. This rate of average OKAP score to lecture hours was then evaluated for significant differences on the basis of postgraduate year (PGY). “STATA 13.1 IC,” was used for all statistical analysis.

Conclusion Traditional synchronous didactic lectures play a statistically significant role in the education of ophthalmology residents. For each 3.5 hours of lectures per year there is a 1% increase in the average OKAP score, p = 0.0064. However, the amount of variability explained by this single factor is low, R 2 = 0.067, and other factors are presumed to play a large part in learning. PGY subgroup analysis showed significant difference in the OKAP performance to lecture hour relationship, the number of lecture hours attended, and the OKAP performance.



Publication History

Received: 30 July 2020

Accepted: 03 September 2020

Article published online:
26 November 2020

© 2020. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commercial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/)

Thieme Medical Publishers, Inc.
333 Seventh Avenue, 18th Floor, New York, NY 10001, USA

 
  • References

  • 1 Faisal R, Rehman KU, Bahadur S, Shinwari L. Problem-based learning in comparison with lecture-based learning among medical students. J Pak Med Assoc 2016; 66 (06) 650-653
  • 2 Lin Y, Zhu Y, Chen C. et al. Facing the challenges in ophthalmology clerkship teaching: is flipped classroom the answer?. PLoS One 2017; 12 (04) e0174829
  • 3 Wongjarupong N, Niyomnaitham D, Vilaisaktipakorn P, Suksiriworaboot T, Qureshi SP, Bongsebandhu-Phubhakdi S. Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students. Adv Physiol Educ 2018; 42 (01) 140-145
  • 4 Millis RM, Dyson S, Cannon D. Association of classroom participation and examination performance in a first-year medical school course. Adv Physiol Educ 2009; 33 (03) 139-143
  • 5 Al Khaja KAJ, Tayem Y, James H, Jaradat A, Sequeira RP. Pharmacology and therapeutics resource session attendance and academic performance of pre-clerkship medical students in problem-based learning curricula. BMC Med Educ 2019; 19 (01) 269
  • 6 Gali S, Shetty V, Murthy NS, Marimuthu P. Bridging the gap in 1(st) year dental material curriculum: a 3 year randomized cross over trial. J Indian Prosthodont Soc 2015; 15 (03) 244-249
  • 7 Smolle J, Staber R, Neges H, Reibnegger G, Kerl H. Computer-based training in dermatooncology--a preliminary report comparing electronic learning programs with face-to-face teaching [in German]. J Dtsch Dermatol Ges 2005; 3 (11) 883-888
  • 8 Ridgway PF, Sheikh A, Sweeney KJ. et al. Surgical e-learning: validation of multimedia web-based lectures. Med Educ 2007; 41 (02) 168-172
  • 9 Salari M, Roozbehi A, Zarifi A, Tarmizi RA. Pure PBL, hybrid PBL and lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course?. BMC Med Educ 2018; 18 (01) 195
  • 10 Shiozawa T, Butz B, Herlan S, Kramer A, Hirt B. Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy. Anat Sci Educ 2017; 10 (01) 46-52
  • 11 Miller CJ, Aiken SA, Metz MJ. Perceptions of D.M.D. student readiness for basic science courses in the United States: can online review modules help?. Eur J Dent Educ 2015; 19 (01) 1-7
  • 12 Review Committee for Ophthalmology, Frequently Asked Questions: Ophthalmology. Available at: https://www.acgme.org/Portals/0/PFAssets/ProgramRequirements/240_Ophthalmology_2020.pdf?ver=2019-02-19-121341-650. Accessed April 8, 2020
  • 13 Jordan J, Jalali A, Clarke S, Dyne P, Spector T, Coates W. Asynchronous vs didactic education: it's too early to throw in the towel on tradition. BMC Med Educ 2013; 13: 105
  • 14 Schell GJ, Lavieri MS, Helm JE. et al. Using filtered forecasting techniques to determine personalized monitoring schedules for patients with open-angle glaucoma. Ophthalmology 2014; 121 (08) 1539-1546
  • 15 Kazemian P, Lavieri MS, Van Oyen MP, Andrews C, Stein JD. Personalized prediction of glaucoma progression under different target intraocular pressure levels using filtered forecasting methods. Ophthalmology 2018; 125 (04) 569-577