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. 2017 Nov 2:8:389-395.
doi: 10.5116/ijme.59ac.f69b.

Present and future of the undergraduate ophthalmology curriculum: a survey of UK medical schools

Sophie Hill  1 , Reg Dennick  2 , Winfried Amoaku  3
Affiliations

Present and future of the undergraduate ophthalmology curriculum: a survey of UK medical schools

Sophie Hill et al. Int J Med Educ. .

Abstract

Objectives: To investigate the current undergraduate ophthalmology curricula provided by the UK medical schools, evaluate how they compare with the guidelines of the Royal College of Ophthalmologists (RCOphth) and International Council for Ophthalmology (ICO), and determine the views of the UK ophthalmology teaching leads on the future direction of the curriculum.

Methods: A cross-sectional questionnaire was sent to teaching leads in 31 medical schools across the UK. The questionnaire evaluated eight themes of the curriculum: content and learning outcomes, communication of learning outcomes, organisation of the curriculum, assessment, educational resources, teaching methods used, and the educational environment. The ophthalmology teaching leads were also asked their opinion on the current and future management of the curriculum. These were compared with RCOphth and ICO guidelines and descriptive statistical analysis performed.

Results: A response rate of 93% (n=29/31) was achieved. The knowledge and clinical skills taught by the UK medical schools match the RCOphth guidelines, but fail to meet the ICO recommendations. A diverse range of assessment methods are used by UK medical schools during ophthalmology rotations. Variation was also observed in the organisation and methods of ophthalmology teaching. However, a significant consensus about the future direction of the curriculum was reported by teaching leads.

Conclusions: Comprehensive RCOphth guidance, and resource sharing between medical schools could help to ensure ophthalmology's continuing presence in the medical curriculum and improve the effectiveness of undergraduate ophthalmology teaching, while reducing the workload of local teaching departments and medical schools.

Keywords: curriculum; ophthalmology; uk; undergraduate.

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Figures

Figure 1
Figure 1
Boxplot graph showing the ophthalmology undergraduate leads ranking score for the importance of each knowledge topic in the curriculum. 1 representing the most important topic to 14, the least important topic (n=29); Key: OA- Ocular anatomy/physiology; RE- Acute red eye; OE-Ocular emergencies; SLV-Sudden loss of vision; LC-Lens and cataract, G- Glaucoma; MR-Medical retina/ macular degeneration; C- Cornea and external disease; VR- Vitreoretinal diseases; EM- Eye manifestations of systemic disease; N- Neuro-ophthalmology; P- Paediatric ophthalmology; IOT-Intraocular tumours; RCE- Refractive and corrective errors.
Figure 2
Figure 2
Boxplot graph showing the ophthalmology undergraduate leads ranking score for the importance of each clinical skill in the curriculum. 1 representing the most important clinical skill to 14, the least important clinical skill (n=29); Key: VA-Visual acuity; PI- Pupil reactions; ARR-Assessing red reflex; CT-Cover test; OM- Ocular motility; CFT-Confrontation field testing; DO-Direct ophthalmoscopy; FS- Fluorescein staining of cornea; ULE- Upper lid eversion; AC-Anterior chamber depth assessment; IOP- Intraocular pressure assessment.
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