Ophthalmic educators of the Ophthalmology Foundation have contributed to a special series in the Annals of Eye Science Journal, Improving Teaching Skills in Ophthalmology. Editors include Drs. Karl Golnik, Yip Chee Chew, Ana Gabriela Palis, and Meena Swaminathan.
In this special series on improving teaching skills, a wide variety of topics are discussed. These include teaching in the clinic and operating room with techniques for giving effective feedback, ethics curriculum and how to teach professionalism, and how to appropriately assess competence.
Dr. Golnik received a certificate in recognition of his contribution as the Guest Editor for his efforts and time devoted to the series and support of Annals of Eye Science Journal.
This series compliments and expands upon the Ophthalmology Foundation’s Teaching Skills for Ophthalmic Educators course. The free, online series addresses the needs of anyone that is interested in teaching ophthalmologists in training and allied ophthalmic personnel. Topics include adult learning principles, principles and tools for assessment and online learning, teaching critical thinking, and more. CME credit is available.
Review the articles Annals of Eye Science below.
Editorial on Improving Teaching Skills in Ophthalmology
Improving the training abilities of ophthalmic educators: the Ophthalmology Foundation’s initiatives
Karl Golnik, Yip Chee Chew, Gabriela Palis, Meena Swaminathan
Summary: The goal of medical educators in ophthalmology is to ensure students acquire essential knowledge, competence in procedures, and strong communication and professional skills. However, increasing demands for knowledge and skills, alongside limited training time, make this goal more challenging. The Ophthalmology Foundation provides both face-to-face and online programs aimed at developing teaching skills for ophthalmic educators, with resources such as faculty symposia, leadership programs, and online courses. This special series discusses effective teaching methods, ethics, professionalism, and assessing competence in ophthalmology training.
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Brief Report on Improving Teaching Skills in Ophthalmology
Designing a medical ethics curriculum in ophthalmology
Matthew D. Gearinger
Summary: Developing a formal ethics curriculum in ophthalmology training can be challenging due to barriers such as limited time, competing priorities, and the misconception that medical school ethics lectures are sufficient for a lifetime of practice. Ethical principles like beneficence, non-maleficence, autonomy, and justice are foundational to medical practice and should be integrated into ophthalmology training. This paper proposes using the “backward design” approach to develop an ethics curriculum, starting with clear learning outcomes, followed by authentic assessments, and a learning plan that engages students in ethical discussions through lectures, readings, and case rounds.
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Review Article on Improving Teaching Skills in Ophthalmology
Features of effective feedback
Ilhem Mili, Sonia Trabelsi, Sonia Mezigh, Manel Mokrani, Karl Golnik, Mejdi Boukari
Summary: Effective feedback is a crucial component of education, helping learners improve and succeed. It should be non-judgmental, specific, and constructive, focusing on comparing observed performance to a given standard. Unlike summative evaluation, which judges success or failure, feedback is a process aimed at guiding future improvement. Key characteristics of good feedback include clarity, focus, timing, and actionable suggestions for improvement. Successful feedback sessions depend on structure, format, and content, and regular, constructive feedback enhances learner autonomy, engagement, and well-being, making it an essential part of any curriculum.
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Interactivity software tools for teaching in ophthalmology
Jesús Barrio-Barrio
Summary: Interactive audience software (ARS) has become increasingly popular in medical education for promoting active learning and improving student engagement and outcomes. These platforms allow real-time assessment and feedback, enabling instructors to adjust their teaching based on student responses. However, challenges include technical issues, the risk of over-reliance on technology, privacy concerns, and costs, though there are free or low-cost options available. Overall, while ARS offers significant educational benefits, careful consideration is needed for its effective implementation.
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Making the case for the evolving role of social media in health professions education and a literature review on the application of some in ophthalmology
Helena Prior Filipe, Mila Kostic, Mildred Lopez, Karl Golnik
Summary: Social media (SoMe) has emerged as a tool in health professions education (HPE), particularly amidst the challenges posed by the coronavirus disease 2019 (COVID-19) pandemic. Despite the academia’s initial skepticism SoMe has been gaining traction in supporting learning communities, and offering opportunities for innovation in HPE. Our study aims to explore the integration of SoMe in HPE. Four key components were outlined as necessary for a successful integration, and include designing learning experiences, defining educator roles, selecting appropriate platforms, and establishing educational objectives.
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Review: update on performance assessment and monitoring systems for ophthalmologists
Heather G. Mack
Summary: Performance assessment and monitoring systems ensure ophthalmologists demonstrate they are fit to practice, with revalidation (UK) and recertification (North America) being key processes. Revalidation requires doctors to prove they are up-to-date and competent to maintain their license, while recertification focuses on maintaining competence without external oversight. The evolution of assessment models includes portfolios, exams, and increasingly, formative assessments and methods for evaluating procedural competency. Emerging approaches, such as performance indicators, simulation, and workplace-based assessments, are gaining traction, though evidence of their effectiveness in ensuring continued competency remains weak. Ongoing research is needed to optimize these assessment methods and evaluate their cost-effectiveness.
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