Table of Contents - WOC 2012

WOC2012 Abstract Book
FP-EDU-MO 408 (2)
Glycaemic and Risk Factor Control in Diabetic Retinopathy: How
Knowledgeable are our Patients?
Ranganath Akshatha (1) , Thakur Skakti (1)
1. Ophthalmology Department, Rotherham District General Hospital
100 patients attending the Annual Diabetic-Retinopathy screening in a District
General Hospital in the United Kingdom completed a questionnaire. It
assessed important aspects of patient knowledge on diabetes like: diabetes
education, target HbA1C, blood pressure and cholesterol, what are the
patients preferred practice/preferences and who helps regularly with diabetic
care/education. 60% - received diabetes education at diagnosis. 30% -knew
their target HbA1C, cholesterol and blood pressure. 30% - understood the
effects of diabetes on the eye. 82% - get regular help with diabetes care and
education from their practice nurse and General Practitioner (GP). 55% have
access to Internet at home however, only 30% have used the Internet for
gathering diabetes information. Diabetic Retinopathy is the leading cause of
blindness among working age in the UK and represents a significant workload
for the health services. The United Kingdom Prospective Diabetes Study
(UKPDS) concluded that strict glycaemic and risk factor control could reduce
the incidence and progression of diabetic retinopathy. This study highlights
the lack of awareness among patients with Diabetic Retinopathy on the
importance of risk factor control. The best way to improve patient knowledge is
by collaborating with local GP surgery, as they are the most easily accessible
and preferred source of diabetes education.
FP-EDU-MO 408 (3)
Objective Structured Clinical Examination (OSCE) For
Undergraduates – Is It a Feasible Approach to Standardized
Assessment in India
Bhatnagar Kavita (1) , Saoji Vivek (2)
1. SBKS medical College, Hospital and Research Center
2. Bharati Vidyapeeth Medical College
Objective: There has been a growing concern among medical educators about
the quality of medical graduates trained in various medical colleges in our
country. Data based on the faculty and student perceptions of undergraduate
curriculum indicate a need for laying more stress on practical skills during their
training and assessment. The objective structured clinical examination (OSCE)
is an established, reliable, and effective multistation test for assessment of
practical skills in objective and transparent manner. The aim of this article is
to sensitize universities, examiners, organizers, faculty, and students across
India to OSCE.
Methods: We designed and administered an assessment based on OSCE
having 22 stations to 67 students during final year, integrating all the domains
of learning. Data analysis was done using SPSS version 15.
Results: The OSCE was feasible to conduct and had high perceived construct
validity. There was significant correlation between station score and total
examination score for 19 stations. The reliability of this OSCE was 0.778.
Conclusion: Integrating a range of modalities into an OSCE in ophthalmology
appears to represent a valid and reliable method of examination. The biggest
limitation with this format was the direct expenditure of time and energy of
those organizing an OSCE.
418
FP-EDU-MO 408 (4)
Blended Clinical/Team Based Learning for Delivering Undergraduate
Ophthalmology Curriculum
Houri Mohamad (1)
1. Faculty of Medicine, Beirut Arab University
Objective and Purpose: With the shift towards Student Self Directed Learning
(SSL) and all the benefits gained from it, changing the method of learning
Ophthalmology became a need. “Blended Clinical/Team Based Learning
(TBL)”, at the Faculty of Medicine at Beirut Arab University, Lebanon
was introduced. The effect of using a curriculum based on the ICO›s;
delivered through a blended clinical/TBL for learning Ophthalmology for the
undergraduate students is examined here.
Method: A blended clinical/TBL was used throughout the whole course which
extended for around 62 contact hours. Students were formatively assessed
at the beginning of each chapter both individually and in groups, their clinical
skills were assessed through an Objectively Structured Clinical Exam (OSCE)
and a final summative exam was performed.
Results: Group performance was better than individual in the readiness tests.
All the Intended Learning Outcomes (ILOs) were achieved. Students
considered this method to be challenging and more interesting than traditional
learning.
Conclusion: Blended Clinical/TBL provided a better interactive SSL atmosphere
for delivering the outcomes essential for a General Practitioner (GP).
FP-EDU-MO 408 (5)
Is Vision 2020 Ready for Glaucoma?
Standefer James (1)
1. University of Minnesota
Some have referred to glaucoma as the ‹orphan child› of Vision 2020 because
the world›s leading cause of irreversible blindness was not included in its initial
list. The main reasons include the inability to restore lost vision and the need
for upgrading the substandard clinical skill levels of many developing country
ophthalmologists. Additional barriers include some or all of the following;
poverty: limited or absent follow-up visits because of transportation problems
and/or patient indifference; limited medical treatment because drugs are
unavailable, unaffordable or not taken; and the necessity of time consuming
case-based rather that community-based screening. Because insufficient past
clinical education has resulted in present knowledge gap, the solution is that of
upgrading the knowledge levels of all health care personnel (including primary
care physicians and ophthalmology residents where indicated). In addition, the
medical school curriculum should include training in an appropriate level of
basic clinical ophthalmology. Although one-on-one teaching is ideal, it is not
always possible. The speaker has presented a 2-week glaucoma workshop
in over 30 developing countries using the trainer-of trainers approach with
excellent results. The Internet, which is now essentially available to all healthcare
personnel worldwide, contains free and an incredible variety of eye-care
teaching material including gonioscopy tutorials, basic clinical ophthalmology
teaching programs, individual study programs, videos of glaucoma surgery,
CME possibilities and much more.