TY - JOUR
T1 - Tips to optimize digital education in ophthalmology
T2 - Results from ESASO survey
AU - Ferrara, Mariantonia
AU - Romano, Vito
AU - Iovino, Claudio
AU - Kadhim, Mustafa R.
AU - van Dijk, Elon H. C.
AU - Boon, Camiel J. F.
AU - Grassi, Piergiacomo
AU - Demirel, Sibel
AU - Cartes, Cristian
AU - on behalf of the e-LOS Study Group
AU - Romano, Mario R.
N1 - Publisher Copyright: © The Author(s) 2022.
PY - 2023/3
Y1 - 2023/3
N2 - Purpose: To identify audience and faculty preferences to optimize digital education sessions in ophthalmology. Methods: We distributed an online survey to ophthalmology trainees and specialists worldwide. The survey investigated respondents’ preferences on various findings of hypothetical digital educational sessions. Data were analyzed using descriptive statistics, Fisher's exact probability and ANOVA tests. Results: The survey was completed by 655 respondents, from 53 different countries. According to most respondents, the optimal duration and timeframe for a valuable digital education session would be 30–60 min, without a break (52%), in the evening time-slot (6-8 p.m.) (45%) of a weekday (Monday-Thursday) (46%), regardless of age (p-value = 0.84, 0.39, 0.89, respectively) and job position (p-value = 0.31, 0.29, 0.08, respectively). The availability of webinars and recorded surgical videos/clinical cases, associated with live discussion, represented the most important opportunity of digital educational channels for 46% and 42% of respondents, respectively. Conclusion: Appropriate planning of timing and structure of digital educational ophthalmology sessions may optimize their effectiveness. Using multiple e-learning formats may be helpful to ensure the continuity of learning activities, also in view of a long-term replacement of traditional in-person education.
AB - Purpose: To identify audience and faculty preferences to optimize digital education sessions in ophthalmology. Methods: We distributed an online survey to ophthalmology trainees and specialists worldwide. The survey investigated respondents’ preferences on various findings of hypothetical digital educational sessions. Data were analyzed using descriptive statistics, Fisher's exact probability and ANOVA tests. Results: The survey was completed by 655 respondents, from 53 different countries. According to most respondents, the optimal duration and timeframe for a valuable digital education session would be 30–60 min, without a break (52%), in the evening time-slot (6-8 p.m.) (45%) of a weekday (Monday-Thursday) (46%), regardless of age (p-value = 0.84, 0.39, 0.89, respectively) and job position (p-value = 0.31, 0.29, 0.08, respectively). The availability of webinars and recorded surgical videos/clinical cases, associated with live discussion, represented the most important opportunity of digital educational channels for 46% and 42% of respondents, respectively. Conclusion: Appropriate planning of timing and structure of digital educational ophthalmology sessions may optimize their effectiveness. Using multiple e-learning formats may be helpful to ensure the continuity of learning activities, also in view of a long-term replacement of traditional in-person education.
KW - Digital education
KW - learning
KW - ophthalmology
KW - ophthalmology training
KW - professional education
KW - survey
KW - teaching
UR - http://www.scopus.com/inward/record.url?scp=85129261540&partnerID=8YFLogxK
U2 - https://doi.org/10.1177/11206721221093187
DO - https://doi.org/10.1177/11206721221093187
M3 - Article
C2 - 35414278
SN - 1120-6721
VL - 33
SP - 745
EP - 753
JO - European journal of ophthalmology
JF - European journal of ophthalmology
IS - 2
ER -