A study of the perception of medical teachers regarding education in ophthalmology in Western India

Abstract

Background: Frequent unpleasant incidences, conflicts, and litigations between patients and doctors point to the fact that medical graduates perhaps primarily lack professionalism and competence. Instances of unethical practice are on the rise. Respect for the profession has dwindled, with the field of ophthalmology being no exception. This study aims to identify the current problems of medical education in ophthalmology in Western India along with the possible solutions for improvement. Materials and Methods: Cross-sectional data were collected through an online validated questionnaire from ophthalmology teachers of medical colleges of Western India. The questionnaire included 62 questions with information on their demography, faculty development program details, teaching schedule details, satisfaction regarding the undergraduate (UG) and postgraduate (PG) ophthalmology training, and suggestions regarding improvisation. It was analyzed to identify caveats and find possible solutions. Results: Forty-two responses were obtained. Thirty-one (73.8%) teachers suggested a change in the current teaching methodologies, 30 (71.4%) suggested changes in assessment strategies, 12 (28.6%) suggested curricular reforms, and 6 (14.3%) suggested change in the duration of the courses, both in UG and PG ophthalmology education. Need for interactive, integrated, and problem-based teaching and more skill-based assessments was expressed. Conclusions: Improvement in the current scenario needs an integrated approach of the government, accreditation system, institutional heads, faculties, and medical students to build a strong foundation for a better future.

Keywords

• Competency-based education
• curriculum
• medical education
• medical postgraduate
• ophthalmology