List of eye conditions.
DISEASE, EYE DISEASES
For their presentations, the student was required to follow the 3MT presentation format. The 3MT format restricts students to a 180-second presentation, where they can only use one static slide. The lack of time in the 3MT format forces students to remove jargon to concisely explain the disease. Like how a physician would require in-depth clinical knowledge to identify key clinical issues and to be able to break information down [After the presentation, the students were required to answer three questions in an oral format (worth 3% of the total mark for the unit) in a separate room with an academic about the same eye condition. The questions were based on existing clinical behavior patterns in eye clinics (clinical workup) and the required approaches to ensure patients receive evidence-based care. The questions were as follows:How would you test for this disease and what clinical workup would you use?Pretend you are in the clinic, and you suspect a patient has this disease, how would you manage the patient?What did you learn from this assignment?The Q&A component was included to improve the authenticity of the assessment. Authenticity refers to how the assessment mimics encounters in the workplace or real-life situations [Before any tests were conducted, the students were assigned a uniquely identifiable number that they would have to use for both the pre- and post-questionnaires. The spreadsheet with the unique identification numbers was stored on a password-protected computer and the extracted information from the spreadsheet did not include any details that could be used to identify the students (to ensure anonymity).To test the hypothesis, this study involved an anonymous pre-questionnaire data collection to measure the students’ knowledge of eye diseases and their understanding of the scope of practice, followed by the development and sharing of the presentations and a subsequent post-questionnaire to evaluate their change in knowledge and behavior. The pre- and post-questionnaires were useful as the baseline assessment of knowledge (pre-questionnaire) primed students for learning as it made them aware of what they did not know. The questions for the pre-questionnaire of existing knowledge can be found in After the delivery of the presentations, the students were then asked to complete a post-questionnaire found in Data from participants who completed both pre- and post-questionnaires were included for data analysis. All statistics were performed in R v4.1.0. Descriptive statistics were used to report demographic data. Non-parametric Wilcoxon Signed-Ranks Tests (with continuity correction) were used to compare the responses to each of the 12 Likert-type scale questions on the post-questionnaire with the respective responses on the pre-questionnaire. To account for multiple comparisons, a Bonferroni correction was applied to the initial alpha of 0.05. Given that 12 statistical tests were applied, the adjusted alpha (via Bonferroni correction) was calculated to be 0.004; this means statistical significance was deemed to be achieved if the resultant 