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Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study

Purpose:To evaluate undergraduate medical students’ perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions.Methods:The prospective study compared the lateral thinking...

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Main Authors: Mohd Asyraaf, Abdul Kadir, Lim, Lik Thai
Format: Article
Language:English
Published: 2022
Subjects:
R Medicine (General)
Online Access:http://ir.unimas.my/id/eprint/38583/1/Enriching%20traditional%20didactic%20teaching.pdf
http://ir.unimas.my/id/eprint/38583/
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spelling my.unimas.ir.385832022-05-26T07:09:47Z http://ir.unimas.my/id/eprint/38583/ Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study Mohd Asyraaf, Abdul Kadir Lim, Lik Thai R Medicine (General) Purpose:To evaluate undergraduate medical students’ perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions.Methods:The prospective study compared the lateral thinking method (LTM) versus the traditional didactic method in teaching clinical ocular anatomy. Two hundred seventy‑two medical students who underwent ophthalmology clerkships were recruited over 3 years. They were randomised into two groups, the LTM and regular didactic groups. Students participated in pre and post‑tests to assess their theoretical clinical ophthalmic knowledge, and their responses to respective teaching methods were measured via the self‑assessment questionnaire (SAQ), which incor‑porated a five‑point Likert‑type scale.Results:Overall, the LTM group scored significantly higher than the control group, and they found the innovative teaching method improved their confidence and awareness in theoretical knowledge in generating differential diag‑noses, managing common eye conditions and recognising potential signs that could be sight and/or life‑threatening compared to the regular teaching group (P < 0.05). However, all students were neutral towards both lectures regard‑ing changing their negative perception of the current ophthalmic curriculum.Conclusion:From the student’s perspective, LTM is an effective tool in enriching regular teaching. The method encouraged versatile thinking patterns while enhancing the effectiveness of learning experience in time and resource‑limited undergraduate ophthalmic teaching. 2022 Article PeerReviewed text en http://ir.unimas.my/id/eprint/38583/1/Enriching%20traditional%20didactic%20teaching.pdf Mohd Asyraaf, Abdul Kadir and Lim, Lik Thai (2022) Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study. BMC Medical Education, 22 (237). pp. 1-7. 0.1186/s12909‑022‑03443‑2
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic R Medicine (General)
spellingShingle R Medicine (General)
Mohd Asyraaf, Abdul Kadir
Lim, Lik Thai
Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
description Purpose:To evaluate undergraduate medical students’ perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions.Methods:The prospective study compared the lateral thinking method (LTM) versus the traditional didactic method in teaching clinical ocular anatomy. Two hundred seventy‑two medical students who underwent ophthalmology clerkships were recruited over 3 years. They were randomised into two groups, the LTM and regular didactic groups. Students participated in pre and post‑tests to assess their theoretical clinical ophthalmic knowledge, and their responses to respective teaching methods were measured via the self‑assessment questionnaire (SAQ), which incor‑porated a five‑point Likert‑type scale.Results:Overall, the LTM group scored significantly higher than the control group, and they found the innovative teaching method improved their confidence and awareness in theoretical knowledge in generating differential diag‑noses, managing common eye conditions and recognising potential signs that could be sight and/or life‑threatening compared to the regular teaching group (P < 0.05). However, all students were neutral towards both lectures regard‑ing changing their negative perception of the current ophthalmic curriculum.Conclusion:From the student’s perspective, LTM is an effective tool in enriching regular teaching. The method encouraged versatile thinking patterns while enhancing the effectiveness of learning experience in time and resource‑limited undergraduate ophthalmic teaching.
format Article
author Mohd Asyraaf, Abdul Kadir
Lim, Lik Thai
author_facet Mohd Asyraaf, Abdul Kadir
Lim, Lik Thai
author_sort Mohd Asyraaf, Abdul Kadir
title Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
title_short Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
title_full Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
title_fullStr Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
title_full_unstemmed Enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
title_sort enriching traditional didactic teaching in undergraduate ophthalmology with lateral thinking method: a prospective study
publishDate 2022
url http://ir.unimas.my/id/eprint/38583/1/Enriching%20traditional%20didactic%20teaching.pdf
http://ir.unimas.my/id/eprint/38583/
_version_ 1734303754827595776
score 13.211869

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