Abstract:

The Duke Elder Undergraduate Prize Examination provides UK medical students with a valuable opportunity to demonstrate commitment to ophthalmology and earn portfolio points toward a National Training Number (NTN). We describe the ongoing development of a national ophthalmology revision course designed for this examination, integrating technology enhanced learning, a sustainable mentorship model, peer to near peer teaching, and continuous quality improvement.

Originally delivered in person, the course transitioned to an online format during the COVID-19 pandemic using a live video platform with real-time Q&A, improving overall satisfaction from 86% to 89%. The proportion of attendees achieving a top-20 exam score also rose from 25.6% to 37.8%. In response to feedback, the 2024 iteration expanded to two days, allowing enhanced coverage of challenging topics including optics and refraction, and neuro-ophthalmology and incorporated traditional Q&A sessions to promote deeper discussion.

In 2024, 211 delegates participated nationally and internationally. The first day received a global rating of 89/100, and the second 88/100. Notably, 68% of those who achieved a top-20 score had attended the course. The 2025 iteration retained and refined the two-day structure, improving global clarity and content scores from 4.44/5 to 4.67/5 and from 4.64/5 to 4.78/5, respectively, while maintaining the use of traditional and Slido-based Q&A to enhance engagement.

Delegates valued the combination of traditional and Slido-based Q&A formats, which fostered inclusivity, interaction, and deeper discussions of challenging topics. Together, these approaches enhanced engagement and interactivity in the digital environment, enriching the learning experience and better meeting needs of learners. This evolving course model demonstrates how technology, mentorship, and continuous quality improvement can sustain and elevate ophthalmic education on a national scale.

Keywords:

Technology, education, Ophthalmology, Medical education.