COVID-19 sürecinde oftalmoloji eğitiminde sanal öğrenme: üçüncü basamak bir göz hastanesindeki klisyenlerin bakış açısı, kesitsel çalışma
Öz
Amaç: COVID-19 döneminde oftalmoloji eğitiminde sanal öğrenmenin uygulanmasını klinisyenlerin bakış açısıyla değerlendirmek.
Gereç ve Yöntem: Oftalmoloji ile ilgili eğitimlere aktif olarak katılan hekimler arasında anket yapılmıştır. Uzman görüşü anketi, COVID -19 pandemisi sırasında oftalmolojide klinik ve cerrahi becerileri artırmada sanal öğrenme uygulaması ile web seminerlerinin etkinliğini ele alan toplam yirmi dokuz soru ve iki bölümden oluşmaktaydı.
Bulgular: Çalışmaya toplam 42 göz hekimi katıldı. Pandemi öncesi dönemde, dersler (%92,9), olgu sunumlu toplantılar (%71,4) ve videolar (%61,9) katılımcıların ilk tercihleri arasındaydı. Pandemi sırasında yüklenen eğitim materyalleri ile e-sınıf dışında, e-öğrenme yöntemlerinin kullanımında (tüm tahminler için p < 0,001) istatistiksel olarak anlamlı bir artış tespit edildi. Zoom® sanal öğretim için en çok kullanılan platformdu. Pandemi sırasında cerrahi eğitim için harcanan sürede, istatistiksel olarak anlamlı (p=0.034) bir azalma tespit edildi. Katılımcıların %81’i, web seminerlerinin tanı ve tedavide klinik becerileri güçlendirmede, iyi veya çok iyi olduğunu düşünmekteydi. Katılımcıların %78,6’sı, web seminerlerinin cerrahi becerileri artırma ve komplikasyonların yönetimi konusunda, iyi veya çok iyi olduğunu belirtti. %64,3 katılımcı, web seminerlerinin pandeminin sona ermesinden sonra bile sürdürülmesini destekledi.
Sonuç: Sanal öğrenme yöntemleri, özellikle de web seminerleri ile edinilen önemli tecrübe, geleneksel eğitim uygulamalarını değiştirebilir. Sanal öğrenme, ayrıca gelecekteki olası felaketler sırasında ve hatta ötesinde, öğretim metodolojisinde yeni bir yapılanma oluşmasına hizmet edebilir.
Anahtar Kelimeler
Kaynakça
- Bedford J, Enria D, Giesecke J, et al. COVID-19: towards controlling of a pandemic. Lancet 2020; 395: 1015-8.
- Li J-PO, Shantha J, Wong TY, et al. Preparedness among ophthalmologists: during and beyond the COVID-19 pandemic. Ophthalmology 2020; 127: 569-72.
- Demirbilek Y, Pehlivanturk G, Ozguler ZO, Alp Mese E. COVID-19 outbreak control, example of ministry of health of Turkey. Turk J Med Sci. 2020; 50: 489-94.
- Hussain R, Singh B, Shah N, Jain SJE. Impact of COVID-19 on ophthalmic specialist training in the United Kingdom—the trainees’ perspective. Eye 2020: 1.
- Gallo G, Trompetto M. The Effects of COVID-19 on Academic Activities and Surgical Education in Italy. J Invest Surg 2020; 33: 687-9.
- Chick RC, Clifton GT, Peace KM, et al. Using technology to maintain the education of residents during the COVID-19 pandemic. J Surg. Educ 2020; 77: 729-32.
- Kaup S, Jain R, Shivalli S, Pandey S, Kaup S. Sustaining academics during COVID-19 pandemic: The role of online teaching-learning. Indian J Ophthalmol 2020; 68: 1220-1.
- Chatziralli I, Ventura CV, Touhami S, et al. Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective. Eye 2020: 1-8.
- Mossa EAM, Ali TM, Hammad A. On line Webinars During Time of COVID-19: Does it Increase the Clinical and Surgical Skills of Egyptian Ophthalmologists? J Clin Res Ophthalmol 2020; 7: 75-80.
- Curran VR. Tele-education. J Telemed Telecare 2006; 12: 57-63.
- Zollo SA, Kienzle MG, Henshaw Z, Crist LG, Wakefield DS. Tele-education in a telemedicine environment: implications for rural health care and academic medical centers. J Med Syst 1999; 23: 107-22.
- Anohina A. Analysis of the terminology used in the field of virtual learning. J Educ Techno Soc 2005; 8: 91-102.
- Arkorful V, Abaidoo N. The role of e-learning, advantages and disadvantages of its adoption in higher education. Int J Instr Technol Distance Learn 2015; 12: 29-42.
- Wong TY, Bandello F. Academic ophthalmology during and after the COVID-19 pandemic. Ophthalmology 2020; 127: e51-e52.
- Chatziralli I, Ventura CV, Touhami S, et al. Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective. Eye 2021; 35: 1459-66.
- Mishra D, Nair AG, Gandhi RA, et al. The impact of COVID-19 related lockdown on ophthalmology training programs in India–Outcomes of a survey. Indian J Ophthalmol 2020; 68: 999.
- Silva N, Laiginhas R, Meireles A, Barbosa Breda J. Impact of the COVID-19 Pandemic on Ophthalmology Residency Training in Portugal. Acta Med Port 2020; 33: 640-8.
- Gegenfurtner A, Ebner C. Webinars in higher education and professional training: a meta-analysis and systematic review of randomized controlled trials. Educ Res Rev 2019; 28: 100293.
- Ebner C, Gegenfurtner A. Learning and satisfaction in webinar, online, and face-to-face instruction: a meta-analysis. presented at: Front. Educ 2019; 4: 92.
- Hameed BZ, Tanidir Y, Naik N, et al. Will “hybrid” meetings replace face-to-face meetings post COVID-19 era? Perceptions and views from the urological community. Urology 2021.
- Carrick FR, Abdulrahman M, Hankir A, et al. Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum. Front Neurol 2017; 8: 349.
- Spalla TL. Building the ARC in nursing education: Cross-cultural experiential learning enabled by the technology of video or web conferencing: Unpublished doctoral dissertation, Ohio State University, Columbus, OH; 2012.
Virtual learning in ophthalmology training during the time of COVID-19: a perspective of clinicians’ at a tertiary referral eye hospital, a cross-sectional study
Öz
Aim: To evaluate the implementation of virtual learning in ophthalmology training during the time of COVID-19 through the perspective of clinicians.
Material and Method: A survey among physicians, who are actively involved in Ophthalmology-related training, was conducted. The expert survey comprised 29 questions and two parts addressing the application of virtual learning and the efficacy of webinars in increasing the clinical and surgical skills in Ophthalmology during the COVID-19 pandemic.
Results: A total of 42 Turkish ophthalmologists participated in the study. In the pre-pandemic period, lectures (92.9%), grand rounds with case studies (71.4%), and videos (61.9%) were among the first choices of the participants. A statistically significant increase in the use of e-learning modalities (p < 0.001 for all estimates) except for e-class with uploaded educational material was detected during the pandemic. Zoom® was recognized as the most used platform for virtual teaching. A statistically significant (p=0.034) decrease in time spent on surgical training was detected during the pandemic. 81% thought that webinars are good or very good in strengthening clinical skills within diagnosis and treatment. Also, 78.6% stated that webinars are good or very good in increasing surgical skills and management of complications. 64.3% supported webinars to be maintained even after the termination of the pandemic.
Conclusion: A considerable experience provided by virtual learning methods, especially webinars, may change conventional education practices and will also serve to build the foundation for teaching during future disasters and beyond.
Anahtar Kelimeler
Kaynakça
- Bedford J, Enria D, Giesecke J, et al. COVID-19: towards controlling of a pandemic. Lancet 2020; 395: 1015-8.
- Li J-PO, Shantha J, Wong TY, et al. Preparedness among ophthalmologists: during and beyond the COVID-19 pandemic. Ophthalmology 2020; 127: 569-72.
- Demirbilek Y, Pehlivanturk G, Ozguler ZO, Alp Mese E. COVID-19 outbreak control, example of ministry of health of Turkey. Turk J Med Sci. 2020; 50: 489-94.
- Hussain R, Singh B, Shah N, Jain SJE. Impact of COVID-19 on ophthalmic specialist training in the United Kingdom—the trainees’ perspective. Eye 2020: 1.
- Gallo G, Trompetto M. The Effects of COVID-19 on Academic Activities and Surgical Education in Italy. J Invest Surg 2020; 33: 687-9.
- Chick RC, Clifton GT, Peace KM, et al. Using technology to maintain the education of residents during the COVID-19 pandemic. J Surg. Educ 2020; 77: 729-32.
- Kaup S, Jain R, Shivalli S, Pandey S, Kaup S. Sustaining academics during COVID-19 pandemic: The role of online teaching-learning. Indian J Ophthalmol 2020; 68: 1220-1.
- Chatziralli I, Ventura CV, Touhami S, et al. Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective. Eye 2020: 1-8.
- Mossa EAM, Ali TM, Hammad A. On line Webinars During Time of COVID-19: Does it Increase the Clinical and Surgical Skills of Egyptian Ophthalmologists? J Clin Res Ophthalmol 2020; 7: 75-80.
- Curran VR. Tele-education. J Telemed Telecare 2006; 12: 57-63.
- Zollo SA, Kienzle MG, Henshaw Z, Crist LG, Wakefield DS. Tele-education in a telemedicine environment: implications for rural health care and academic medical centers. J Med Syst 1999; 23: 107-22.
- Anohina A. Analysis of the terminology used in the field of virtual learning. J Educ Techno Soc 2005; 8: 91-102.
- Arkorful V, Abaidoo N. The role of e-learning, advantages and disadvantages of its adoption in higher education. Int J Instr Technol Distance Learn 2015; 12: 29-42.
- Wong TY, Bandello F. Academic ophthalmology during and after the COVID-19 pandemic. Ophthalmology 2020; 127: e51-e52.
- Chatziralli I, Ventura CV, Touhami S, et al. Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective. Eye 2021; 35: 1459-66.
- Mishra D, Nair AG, Gandhi RA, et al. The impact of COVID-19 related lockdown on ophthalmology training programs in India–Outcomes of a survey. Indian J Ophthalmol 2020; 68: 999.
- Silva N, Laiginhas R, Meireles A, Barbosa Breda J. Impact of the COVID-19 Pandemic on Ophthalmology Residency Training in Portugal. Acta Med Port 2020; 33: 640-8.
- Gegenfurtner A, Ebner C. Webinars in higher education and professional training: a meta-analysis and systematic review of randomized controlled trials. Educ Res Rev 2019; 28: 100293.
- Ebner C, Gegenfurtner A. Learning and satisfaction in webinar, online, and face-to-face instruction: a meta-analysis. presented at: Front. Educ 2019; 4: 92.
- Hameed BZ, Tanidir Y, Naik N, et al. Will “hybrid” meetings replace face-to-face meetings post COVID-19 era? Perceptions and views from the urological community. Urology 2021.
- Carrick FR, Abdulrahman M, Hankir A, et al. Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum. Front Neurol 2017; 8: 349.
- Spalla TL. Building the ARC in nursing education: Cross-cultural experiential learning enabled by the technology of video or web conferencing: Unpublished doctoral dissertation, Ohio State University, Columbus, OH; 2012.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Research Articles [en] Araştırma Makaleleri [tr] |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Aralık 2022 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 3 Sayı: 4 |
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