Visual triggers on WhatsApp as a remote learning tool for ophthalmology residents

• Main Authors: Chettian Kandi Salam, Hayat Ahmad Khan, Fouzia Shersad
• Format: Article
• Language: English
• Published: Wolters Kluwer Medknow Publications 2020-01-01
• Series: Hamdan Medical Journal
• Subjects: graduate medical education; ophthalmology; residency training; smartphones in pedagogy
• Online Access: http://www.hamdanjournal.org/article.asp?issn=2227-2437;year=2020;volume=13;issue=4;spage=214;epage=221;aulast=Salam

Context: Although the benefits of visual triggers as a learning tool have been proven, no study has explored the conditions, in which they can be used in clinical training. Aims: This study aims to explore the conditions in which visual triggers can enhance remote learning. Settings and Design: The study design involves a pedagogical intervention transmitting visual triggers of 5 cases on WhatsApp. Subjects and Methods: Analysis was performed on 21 participants, comprised of ophthalmology residents and teaching faculty, posted at a multi-centered teaching hospital. Statistical Analysis Used: Qualitative data of all participants' perception and quantitative weighted average of residents' perception (Likert scale 1–5) are analysed by triangulation. Results: The intervention generated a high level of engagement. Qualitative feedback was positive with suggestions for appropriate timing to ensure work-life balance and prudent case selection. Visual triggers were unforgettable and thought-provoking. Weighted average scores of questions show high desirability (range 4.0–4.55). Trigger-based sequence, discussions, motivation to read and coverage of cases were rated highly. Conclusions: Transmitting visual triggers electronically can be an effective remote learning modality when combined with collaborative discussions and feedback. Visual triggers should consist of still images or very short videos of striking characteristics presented sequentially to stimulate thinking. Other criteria for success are maintaining positivity in discussions, pre-defined appropriate timing, setting clear ethical guidelines and prudent selection of cases. It is most beneficial as an adjunct to regular teaching and enhances diagnostic skills by increasing case coverage, thereby, leaving more time for surgical skill development.