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Re-imagining Ophthalmic Teaching and Education in Medical Programs: The ROTE Study.

Zayn Al-Timimi1,2, Josiah Romeo3, Nayuta Yoshioka2

  • 1School of Clinical Medicine, University of New South Wales, Coffs Harbour, AUS.

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|April 13, 2026
PubMed
Summary
This summary is machine-generated.

Medical students desire more clinical relevance and hands-on experience in ophthalmology education. Current teaching methods are often ineffective, highlighting a need for curriculum reform to improve engagement and knowledge retention in ophthalmic skills.

Keywords:
andragogyblended curriculumophthalmologyqualitative semi-structured interviewsundergraduate teaching

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Area of Science:

  • Medical Education
  • Ophthalmology
  • Curriculum Development

Background:

  • Global decline in undergraduate ophthalmic teaching time.
  • Need for engaging and effective teaching strategies to optimize learning.
  • Gap in qualitative research on student perspectives in ophthalmology education.

Purpose of the Study:

  • Explore senior medical students' and recent graduates' perspectives on ophthalmology teaching.
  • Identify student-driven ideas for improving ophthalmic education.
  • Understand factors influencing learning and motivation in ophthalmology.

Main Methods:

  • Mixed-method approach utilizing quantitative questionnaires and qualitative semi-structured interviews.
  • Thematic analysis of interview data to identify key themes.
  • Involved senior medical students and recent graduates from the University of New South Wales.

Main Results:

  • Majority (80%) reported minimal ophthalmology teaching time; 57% found it ineffective.
  • Least effective methods (didactic lectures, self-directed learning) were most common.
  • Four key themes emerged: reason to learn, prioritizing fundamentals, optimizing learning, and reimagining teaching.

Conclusions:

  • Clinical relevance is a key motivator for learning, aligning with adult learning theory.
  • Current ophthalmology teaching perceived as lacking clinical integration and structure.
  • Students advocate for blended learning with hands-on clinical experiences and competency-based assessments.