Abstract
Introduction We created a virtual rotation to facilitate the exposure of ophthalmology to medical
students and serve as a pilot program to help attract students from under-represented
in medicine (URM) backgrounds. In addition to the rotation eliminating the financial
burdens associated with in-person away rotations, we offered a not-for-credit (i.e.,
drop-in) option that included sessions outside the typical clinic hours. This option
reduced scheduling conflicts as a barrier to enrollment and allowed junior medical
students and postgraduates to participate and hopefully further develop an interest
in ophthalmology.
Methods Before the rotation, participants completed a pre-test and a survey to collect data
on learners' backgrounds and interest in applying for ophthalmology residency. The
rotation included live lectures, case-based discussions, chart reviews, and guided
self-study. Following the rotation, participants completed a post-test and a survey
to query applicants on the online rotation's utility and delivery.
Results Eleven learners enrolled in the course and completed the prerotation survey and test.
Approximately one-third (4/11; 36%) were URM students and two-thirds (7/11; 64%) were
female. All responded they were planning to apply for ophthalmology residency. All
responded they strongly agreed that the rotation increased their general knowledge
in ophthalmology, and 89% (9/11) strongly agreed that it improved their ability to
diagnose and manage actual patients. Nearly all (7/8; 87.5%) strongly agreed the rotation
provided the opportunity to seek support for the residency application process, and
all found the online platform reliable and easy to access. Exam scores improved significantly
from pre- to post-tests (60 vs. 79%; p < 0.01).
Conclusions The rotation attracted a substantial proportion of URM students. Learners reported
that the virtual rotation effectively taught and supported their endeavors to become
ophthalmologists. Virtual rotations for visiting students can reduce barriers such
as travel, financial costs, and time constraints that might otherwise hinder exposure
to specialty training that is not offered or is underrepresented at students' home
institutions. Increasing exposure and offering mentorship through this novel platform
deserves further study to enhance diversity and inclusion in medicine.
Keywords
COVID-19 - virtual education - diversity - ophthalmology - medical education - under-represented
