Imaging findings OR Procedure details
New ophthalmology residents and radiology residents in our institution are typically exposed to didactic introductory lectures, followed by combined case conferences with pathology, and superviseddaily work. Applying the ideas discussed earlier involves 1) challenging the residents with unknown problem sets before the lecture, 2) presenting the lecture where a compartment approach to orbitalimaging is discussed and anatomical concepts followed by examples are presented, 3) a distributed email and web based eLearning model where residents are engaged with regular quizzes followed byanswers, 4) follow up group discussion sessions. Illustrated example of this approach is shown in Fig 1, where the idea of the optic nerve compartment is discussed, followed by the presentation of anMR image showing normal anatomy. An example of pathology (optic neuritis) is then presented, Fig 2. Residents are then given the opportunity to compare and contrast two different pathologies in thesame anatomical compartment (optic neuritis and optic nerve glioma), Fig 3. This is followed by further examples of normal, and abnormal optic nerve pathology (normal, and two examples of opticneuritis), Fig 4. Further example of different pathology (optic nerve sheath meningioma) is then presented, Fig 5. This cycle is repeated several times with combinations of normal, paired abnormalsets, and normal and paired abnormal sets. Finally residents are challenged with several mixed sets of pathology, for example in Fig 6. Answers are provided after they have had a chance to workthrough these, Fig 7. Both paper based and online pretest and posttests are administered. In addition, residents are surveyed and invited for focused interviews to assess their performance andevaluate this method of instruction. Results of these assessments demonstrate significant improvement in the ability of residents to apply what they have been taught to new problems after severalcycles using this teaching paradigm. To recap, Figs. 1 to 5 representing instruction and deliberate practice, and Fig 6 and 7 an example of a quiz set used in pretesting and posttesting. In addition,residents report that their confidence in using what they have learnt in clinical practice has significantly improved. Our group is in the final stages writing a journal manuscript presenting theseresults and this will be submitted for consideration shortly.