Evidence for commonly used teaching, learning and assessment methods in contact lens clinical skills education

Abstract

Introduction: Evidence based practice is now an important part of healthcare education. The aim of this narrative literature review was to determine what evidence exists on the efficacy of commonly used teaching and learning and assessment methods in the realm of contact lens skills education (CLE) in order to provide insights into best practice. A summary of the global regulation and provision of postgraduate learning and continuing professional development in CLE is included. Method: An expert panel of educators was recruited and completed a literature review of current evidence of teaching and learning and assessment methods in healthcare training, with an emphasis on health care, general optometry and CLE. Results: No direct evidence of benefit of teaching and learning and assessment methods in CLE were found. There was evidence for the benefit of some teaching and learning and assessment methods in other disciplines that could be transferable to CLE and could help students meet the intended learning outcomes. There was evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; clinical teaching and learning, flipped classrooms, clinical skills videos and clerkships. For assessment these methods were; essays, case presentations, objective structured clinical examinations, self-assessment and formative assessment. There was no evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; journal clubs and case discussions. Nor was any evidence found for the following assessment methods; multiple-choice questions, oral examinations, objective structured practical examinations, holistic assessment, and summative assessment. Conclusion: Investigation into the efficacy of common teaching and learning and assessment methods in CLE are required and would be beneficial for the entire community of contact lens educators, and other disciplines that wish to adapt this approach of evidence-based teaching.

Publication DOI: https://doi.org/10.1016/j.clae.2023.101821
Divisions: College of Health & Life Sciences > School of Optometry > Optometry
College of Health & Life Sciences > School of Optometry > Optometry & Vision Science Research Group (OVSRG)
College of Health & Life Sciences > School of Optometry > Vision, Hearing and Language
College of Health & Life Sciences
Additional Information: Copyright © 2023 British Contact Lens Association. Published by Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/. The version of record can be found here: https://doi.org/10.1016/j.clae.2023.101821
Uncontrolled Keywords: Contact lens,Group work,Blended learning,Case-based learning,Evidence-based teaching,Clinical training
Publication ISSN: 1476-5411
Last Modified: 11 Jul 2024 07:19
Date Deposited: 08 Mar 2023 16:22
Full Text Link:
Related URLs: https://www.sci ... 0127?via%3Dihub (Publisher URL)
http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Review article
Published Date: 2023-04
Published Online Date: 2023-02-16
Accepted Date: 2023-02-08
Authors: Woods, Craig
Naroo, Shehzad (ORCID Profile 0000-0002-6373-7187)
Zeri, Fabrizio (ORCID Profile 0000-0003-0529-555X)
Bakkar, May
Barodawala, Fakhruddin
Evans, Vicki
Fadel, Daddi
Kalikivayi, Lavanya
Lira, Madalena
Maseedupally, Vinod
Huarte, Sonia Trave (ORCID Profile 0000-0001-5604-0042)
Eperjesi, Frank

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