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Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic
PURPOSE: Faculty development for procedural specialists aims at developing both their medical education and surgical competence. This has been challenging during the COVID-19 pandemic, especially in under-resourced settings and African Lusophone ophthalmology community has been no exception. The Moz...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Wolters Kluwer - Medknow
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9198531/ https://www.ncbi.nlm.nih.gov/pubmed/35719282 http://dx.doi.org/10.4103/meajo.meajo_160_21 |
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author | Filipe, Helena P. Golnik, Karl C. Geary, Amelia Buque, Amelia Mack, Heather G. |
author_facet | Filipe, Helena P. Golnik, Karl C. Geary, Amelia Buque, Amelia Mack, Heather G. |
author_sort | Filipe, Helena P. |
collection | PubMed |
description | PURPOSE: Faculty development for procedural specialists aims at developing both their medical education and surgical competence. This has been challenging during the COVID-19 pandemic, especially in under-resourced settings and African Lusophone ophthalmology community has been no exception. The Mozambican College of Ophthalmology (MOC) and the Continuing Professional Development Committee of the International Council of Ophthalmology (ICO) established a collaboration to enhance simulation-based clinical teaching competence in cataract surgery. METHODS: Ten Mozambican ophthalmologists experienced in teaching cataract surgery participated in a group mentoring assisted 6 month/11 flipped-learning online experience on curriculum design, which included practice-based and social learning strategies, continuous bidirectional feedback, individual and group reflection opportunities, and the demonstration of declarative and procedural competencies. Program evaluation consisted of pre and post-test knowledge assessment; individual homework, informed by curated reading and a recorded lesson; feedback surveys for each module and one month after the program's conclusion, and a longitudinal project on creating a simulation-based education session on one step of cataract surgery. RESULTS: Participants a) highlighted the opportunity to advance their scholarly teaching skills as facilitators; b) showed an increase in knowledge post-test, expressed commitment to improve their learning experiences´ design, include interactive educational methods, and provide constructive feedback; and c) formed a sustained community of practice of ophthalmologists educators (CoP). CONCLUSION: This online faculty development program, assisted by group mentoring, held during the COVID-19 pandemic, facilitated the development of a CoP and was effective in enhancing teaching competence in curriculum design to apply in simulation-based learning environments. |
format | Online Article Text |
id | pubmed-9198531 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Wolters Kluwer - Medknow |
record_format | MEDLINE/PubMed |
spelling | pubmed-91985312022-06-16 Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic Filipe, Helena P. Golnik, Karl C. Geary, Amelia Buque, Amelia Mack, Heather G. Middle East Afr J Ophthalmol Original Article PURPOSE: Faculty development for procedural specialists aims at developing both their medical education and surgical competence. This has been challenging during the COVID-19 pandemic, especially in under-resourced settings and African Lusophone ophthalmology community has been no exception. The Mozambican College of Ophthalmology (MOC) and the Continuing Professional Development Committee of the International Council of Ophthalmology (ICO) established a collaboration to enhance simulation-based clinical teaching competence in cataract surgery. METHODS: Ten Mozambican ophthalmologists experienced in teaching cataract surgery participated in a group mentoring assisted 6 month/11 flipped-learning online experience on curriculum design, which included practice-based and social learning strategies, continuous bidirectional feedback, individual and group reflection opportunities, and the demonstration of declarative and procedural competencies. Program evaluation consisted of pre and post-test knowledge assessment; individual homework, informed by curated reading and a recorded lesson; feedback surveys for each module and one month after the program's conclusion, and a longitudinal project on creating a simulation-based education session on one step of cataract surgery. RESULTS: Participants a) highlighted the opportunity to advance their scholarly teaching skills as facilitators; b) showed an increase in knowledge post-test, expressed commitment to improve their learning experiences´ design, include interactive educational methods, and provide constructive feedback; and c) formed a sustained community of practice of ophthalmologists educators (CoP). CONCLUSION: This online faculty development program, assisted by group mentoring, held during the COVID-19 pandemic, facilitated the development of a CoP and was effective in enhancing teaching competence in curriculum design to apply in simulation-based learning environments. Wolters Kluwer - Medknow 2022-04-30 /pmc/articles/PMC9198531/ /pubmed/35719282 http://dx.doi.org/10.4103/meajo.meajo_160_21 Text en Copyright: © 2022 Middle East African Journal of Ophthalmology https://creativecommons.org/licenses/by-nc-sa/4.0/This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. |
spellingShingle | Original Article Filipe, Helena P. Golnik, Karl C. Geary, Amelia Buque, Amelia Mack, Heather G. Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic |
title | Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic |
title_full | Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic |
title_fullStr | Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic |
title_full_unstemmed | Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic |
title_short | Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic |
title_sort | online faculty development: an african lusophone ophthalmic society experience during the covid-19 pandemic |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9198531/ https://www.ncbi.nlm.nih.gov/pubmed/35719282 http://dx.doi.org/10.4103/meajo.meajo_160_21 |
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