Twelve tips for teaching ophthalmology in the undergraduate curriculum

Abstract

Ophthalmology education in the undergraduate medical curriculum has declined, and graduating healthcare professionals express discomfort with basic evaluation and management of ophthalmic complaints. With the growing aging population, ophthalmic needs will continue to rise, underscoring the need for increased eye care. This article offers 12 tips for increasing undergraduate ophthalmic education, which can be implemented strategically within limited established curricular time, or in novel ways outside the traditional curriculum. Within the curriculum, existing ophthalmology sessions can be enhanced through use of simulation technology and partnership with ophthalmology faculty. Additional curricular time can be justified through needs assessments and alignment of content with other disciplines, and ophthalmology content on licensing examinations. Finally, ophthalmology can be reinforced in service-based initiatives and through use of online resources and social media.

Keywords:

• Ophthalmology
• education
• eye
• undergraduate medical education
• medical student

Disclosure statement

Dr. Chadha is the co-founder of the educational website, 2020sim.com, listed in Table 1. The authors report no financial conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Notes on contributors

Nisha Chadha

Nisha Chadha, MD, is an Assistant Professor of Ophthalmology, and the Director of Medical Student Education in Ophthalmology, at the Icahn School of Medicine at Mount Sinai.

Holly Gooding

Holly Gooding, MD, MSc, is an Assistant Professor of Pediatrics at Emory University School of Medicine. She is co-director of the Harvard Macy Institute Program for Educators in the Health Professions.