AB038. Assessing a novel approach to teaching ophthalmoscopy to medical student
Bibliographic record
Abstract
Background: To determine if practice using an online fundus photograph program results in a long-term increase in proficiency with the direct ophthalmoscope in medical students. Methods: This study was a prospective medical education trial. Students were enrolled to participate in an objective structured clinical examination (OSCE) using five patients with ocular findings. Students who matched a minimum of 6 discs 17 months prior to the study were assigned to the intervention group and were compared to students who did not participate in the exercise. Participants: 46 second-year medical students at Queen’s University: 15 in the intervention group, 31 in the control group. Students were evaluated using the Queen’s University Ophthalmoscopy OSCE Checklist (QUOOC). Students were asked to calculate the cup-to-disc ratio, comment on disc margins and if there was any macular pathology. Students participated in a summative OSCE as part of the curriculum in which all students attempted to match fundus photographs. Results: Students in the intervention group performed significantly better on the QUOOC with a mean score of 78.3% (+/−4.2%) compared to the control who had a mean score of 69.4% [+/−4.2% (P=0.007)]. The intervention group was significantly more accurate at matching optic nerve photographs with 100% (15/15) of the students correctly identifying the correct optic nerve on first attempt compared to 53.3% (16/30) in the control group (P=0.0014). Conclusions: The use of an online peer fundus photograph program leads to a long-term increase in examination technique, proficiency in ophthalmoscopy and accuracy at matching optic nerve photographs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".