Evaluating Undergraduate Learning in an Ophthalmology Rotation: A Study Using Virtual Questionnaires

Background Medical school ophthalmology education is often insufficient for non-ophthalmologist physicians to achieve proficiency in managing ophthalmic cases. Objective This study evaluates learning during a clinical rotation in a Brazilian medical school that implemented a two-week ophthalmology rotation. Methods This quantitative and qualitative study involved all eligible students for the rotation. Two different questionnaires were administered before and after to assess knowledge, understanding, and problem-solving abilities in ophthalmology. Each questionnaire contained 11 theme-paired questions developed according to the International Council of Ophthalmology curriculum and guidelines for medical student education. The primary qualitative outcome was a 30% improvement in scores between the pre- and post-rotation tests, as defined by two ophthalmology professors who developed the questionnaire. Data was analyzed anonymously using STATA BE 18 software, and questionnaire reliability was measured using Kuder-Richardson Formula. Results Of the 69 eligible students, 36 (52.17%) completed both tests. The internal consistency of the pre-and post-rotation questionnaires was acceptable, with Kuder-Richardson Formula scores of 0.66 and 0.64, respectively. Although scores significantly improved from 6.97 pre-rotation to 7.72 post-rotation (p=0.01), the mean score only improved by 10.76%, falling short of the 30% target. Scores improved significantly in the Red Eye and Primary Care Attention from 0.49 to 0.78 (p