Efficacy of two vertically integrated teaching–learning methods – The ocular basic science workshop versus lecture in enhancing knowledge and skills of ocular examination techniques and underlying principles in second clinical year medical students: A prospective interventional study

• Published in: TNOA Journal of Ophthalmic Science and Research Vol. 59; no. 2; pp. 152 - 159
• Main Authors: Amritanand, Anika, Lyngwa, Danica, Thomas, Nimmy, Eapen, Ann, Immanuel, Jeffrey, Prabhu, Timothy, Srivatsava, Supraja, Kachroo, Upasana, Charles, Aby, Subramanian, Rajalakshmi, Mathew, Anandit, Joshua, Aarwin, Paul, Joshua, Rose, Jeyanth
• Format: Journal Article
• Language: English
• Published: Medknow Publications and Media Pvt. Ltd 01.04.2021; Wolters Kluwer Medknow Publications
• Subjects: acgme core competencies addressed medical knowledge; basic science principles; Conferences, meetings and seminars; Learning strategies; Medical students; Methods; ocular basic science workshop; ocular examination skills; ophthalmic clinical tests; Ophthalmology; peer learning; practice-based learning and improvement; randomized comparative study; vertical integrated teaching
• ISSN: 2589-4528; 2589-4528
• DOI: 10.4103/tjosr.tjosr_14_21

Purpose: The purpose of the study was to compare the efficacy of two vertically integrated teaching–learning methods, a peer-led ocular basic science workshop (OBSW) versus lecture by ophthalmology faculty, in enhancing the underlying basic science knowledge and examination skills of ophthalmic clinical tests among second clinical year medical students. Design: This was a prospective, interventional comparative study. Students were randomly assigned to peer-led OBSW and interactive lecture-based method of teaching by a faculty. Change in knowledge was assessed using pre and post multiple-choice question test score. Quantitative assessment of clinical examination skills between the two groups was done using objective structured clinical examination (OSCE) at 2-week postintervention. All assessors were blinded. Student's attitude toward the teaching–learning methods was assessed using a 5-point Likert scale. Setting: This study was conducted in the departments of ophthalmology, anatomy, and physiology of a tertiary care medical college in southern India. Participants: Second clinical year students starting their ophthalmology rotation, 5 peer teachers, and 47 students were recruited. All completed the study. Results: Post intervention, there was a significant change in basic science knowledge from baseline among both the arms. Mean improvement in posttest score immediately following the OBSW was 9.25 (standard deviation [SD]: 3.34, 95% confidence interval (CI): 7.84–10.66, t = 13.57, P = 0.00) and 7.83 (SD: 3.66), 95% CI: 6.24–9.41, t = 10.24, P = 0.00) after the lecture. The improvement in scores continued in the 2-week posttest scores. There was no statistically significant difference in the OSCE scores between the two groups. Conclusions: The vertically integrated OBSW and lecture methods were equally effective in improving knowledge and clinical skills of basic ocular examination skills among the second clinical year medical students.