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The performance and confidence of clinicians in training in the analysis of ophthalmic images within a work‐integrated teaching model
Author(s) -
Zhang Sophia,
Phu Jack,
Xu Pauline,
Wang Henrietta,
Kalloniatis Michael,
Zangerl Barbara
Publication year - 2021
Publication title -
ophthalmic and physiological optics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.147
H-Index - 66
eISSN - 1475-1313
pISSN - 0275-5408
DOI - 10.1111/opo.12795
Subject(s) - curriculum , likert scale , confidence interval , competence (human resources) , eye care , medical physics , modalities , segmentation , medicine , computer science , medical education , artificial intelligence , optometry , psychology , social psychology , pedagogy , developmental psychology , social science , sociology
Purpose A fundamental clinical skill is the recognition of artefacts within the outputs of advanced imaging modalities. However, current teaching programmes of healthcare practitioners are becoming increasingly challenged to provide practical exposure within an already crowded curriculum. This study evaluates the impact of a novel work‐integrated teaching model on the confidence and competence of clinicians in the use of optical coherence tomography (OCT) and the recognition of its artefacts. The outcomes were then used to develop a model to predict performance and guide teaching strategies. Methods We prospectively evaluated a 6‐week clinical placement for final year optometry students within a diagnostic eye clinic in 2018‐2020. Participants completed a quiz on the identification of common OCT artefacts and rated their confidence levels on key areas of OCT application using a five‐point Likert scale. Both were completed before (pre‐rotation) and after (post‐rotation) the placement. The cohort was divided into two groups; the first group was used to assess the impact of the placement and derive the prediction model for post‐placement performance, which was then validated against the second group. Results A significant improvement in detecting OCT imaging artefacts was seen upon completion of the placement, which was greater in participants with lower entry level performance. Across all OCT artefact subtypes, there was an improvement in detecting segmentation error, delineation error and media opacities. A model predicting post‐placement student performance was developed using entry level knowledge base as the key dependent variable. Self‐rated confidence improved across all domains of OCT application but was not found to be a direct predictor of actual performance. Conclusions These results highlight the benefit of a work‐integrated learning programme on both academic performance and confidence whilst identifying entry level knowledge base as the key variable predicting improvement. Tailored teaching incorporating entering knowledge is the best predictor of improvement during clinical placements. Integrating clinicians into a work‐integrated setting with tailored teaching and comprehensive practical exposure can be an effective method for training future or current healthcare professionals.