Optometry and Vision Sciences - Research Publications
Permanent URI for this collection
Search Results
1 - 3 of 3
-
ItemImproving optometry student interpersonal skills through online patient, clinician and student evaluation and feedback(TAYLOR & FRANCIS LTD, 2024-01-02)CLINICAL RELEVANCE: Interpersonal skills are crucial for successful clinician-patient interactions. To prepare future optometrists for clinical practice, pedagogical evaluation is important to support the implementation of new strategies for teaching and evaluating interpersonal skills. BACKGROUND: Optometry students largely develop their interpersonal skills through in-person patient interactions. Telehealth is increasing, yet strategies to develop the interpersonal skills of students for teleconsulting have not been explored. This study aimed to assess the feasibility, effectiveness and perceived usefulness of an online, multisource (patients, clinicians and students) evaluation and feedback program for developing interpersonal skills. METHODS: Via an online teleconferencing platform, optometry students (n = 40) interacted with a volunteer patient, observed by a teaching clinician. Patients and clinicians evaluated the interpersonal skills of the student in two ways: (1) qualitative written feedback, and (2) quantitative rating (Doctors' Interpersonal Skills Questionnaire). All students received written patient and clinician feedback after the session, but not their quantitative ratings. A subset of students (n = 19) completed two sessions, self-ratings, and were provided with their written feedback and an audiovisual recording from their first interaction before completing the second session. All participants were invited to complete an anonymous survey at program completion. RESULTS: Patient and clinician overall interpersonal skills ratings were positively correlated (Spearman's r = 0.35, p = 0.03) and showed moderate agreement (Lin's concordance coefficient = 0.34). Student self-ratings did not match patient ratings (r = 0.01, p = 0.98), whereas there was moderate agreement between clinician and student ratings (Lin's concordance coefficient = 0.30). Ratings improved at the second visit (p = 0.01). Patient ratings were higher than clinicians (p = 0.01) and students (p = 0.03). All participants agreed that the program was feasible, useful and effective at fostering good interpersonal skills. CONCLUSION: Multisource feedback about interpersonal skills contributes to improvement in student performance. Patients and clinicians can evaluate and provide useful feedback to optometry students about their interpersonal skills using online methods.
-
ItemA digital resource to assess clinical competency(WILEY, 2020-04)BACKGROUND: Objective structured clinical examinations (OSCEs) are integral to clinical competency-based assessment in health care disciplines. Traditional paper-based OSCEs require considerable administration time and students typically receive an assessment outcome with minimal feedback. We developed and implemented an iPad-based OSCE assessment system in optometry that delivered timely and specific e-feedback. METHODS: The electronic assessment system contains all of the features of a paper-based OSCE format, including a checklist score, a global score section and pre-written feedback. It was trialed in a year-3 OSCE assessment. We evaluated students and examiners' perceptions of this digital resource via surveys and focus group interviews. RESULTS: Over 90% of the students reported that the e-feedback was timely, facilitated self-reflection and was appropriate for assessment. Students' focus group interviews highlighted the importance of the timeliness of feedback, and students found both verbal and written feedback useful. All examiners were satisfied with the features of the assessment system and felt confident using it for assessment. DISCUSSION: The iPad-based OSCE assessment system has enabled timely feedback to be delivered efficiently. This study has provided a model of what constitutes good e-feedback. The technology was well received by both students and examiners. It has helped to close the assessment loop by delivering usable and developmental feedback to meet students' learning needs.
-
ItemNo Preview AvailableUsing technology to enhance student learning and clinical teaching outcomes(Association of Schools and Colleges of Optometry, 2017-03-10)