International Higher Education Teacher Award ^2024/25

The Summer School of Practical Ophthalmology is an annual three-day student-led course hosted by Charles University in Prague, Czech Republic. Designed for final-year medical students aspiring to specialize in Ophthalmology, it combines hands-on workshops, expert lectures, and soft-skills training while fostering professional connections among a diverse European student body. In 2024, the event welcomed 19 students from 12 countries, with teaching provided by international and local experts through a combination of online and on-site sessions. Held at the Department of Ophthalmology, 3rd Faculty of Medicine, the program ran from July 12th to 14th. Participants engaged in practical workshops covering essential ophthalmic procedures such as foreign body removal, corneal suturing, cataract surgery, intravitreal eye surgery using VR models, YAG laser application, intraocular pressure monitoring, and more. These workshops were delivered by senior international physicians, supported by local junior doctors and trained students. The lectures, delivered by researchers from institutions including Charles University, the University of Oxford, and Harvard University, explored key contemporary topics such as artificial intelligence in Ophthalmology, genetics, telemedicine, and scientific communication. The program’s innovative design, with its focus on practical skills, digital mobility, and international collaboration, provides a unique springboard for students pursuing careers in Ophthalmology. Aside from providing core ophthalmic concepts to its attendees, the course also served as a meeting hub for like-minded peers who were able to partake in a meaningful cultural exchange and form professional and personal bonds for years to come, with Prague’s beautiful architecture and cultural significance serving as a backdrop. The event thus created the beginning of a vibrant student community, which we aim to further foster within the framework of our Summer School and other initiatives. The outcomes of the course included training a group of 19 students in the basic practical skills necessary for clinical practice, equipping them with core concepts of modern ophthalmic science, and providing them with an open and international space where they could freely express their interests and receive mentorship from an international faculty of both junior and senior ophthalmologists.

Methodology

The 3-day Summer School was organised by a student team led by Martin Horák (PhD Student at Charles University) and Vasil Kostin (DPhil Candidate at University of Oxford) in collaboration with the Department of Ophthalmology at Královské Vinohrady Hospital (represented by Prof. Studený and Dr. Straňák) and the 3rd Faculty of Medicine, Charles University. The event was offered free of charge to participants, made possible by the support of our partners: 4EU+ Alliance, Alcon, and Roche (financial sponsors), and Trimed Student Association, FNKV Hospital, and the 3rd Faculty of Medicine, Charles University, who provided facilities and equipment. A total of 145 students from 45 institutions in 22 countries applied. Selection, performed by Dr. Horák and Dr. Kostin, considered study year, a motivational letter, and a CV reflecting academic and extracurricular achievements. Scoring was based on study year, motivation, potential, and relevant academic work. Of the 40 applicants passing the primary cut-off, 19 places were fairly distributed: 7 for 4EU+ Alliance students and 12 for top applicants from other institutions. Two slots per university were the standard, with an exception made for Copenhagen University (3 slots) due to the exceptional quality of its applications. The Event Program was developed by the organising team with input from faculty at Charles University, Oxford University, Harvard University, and the University of Basel, ensuring a curriculum tailored to final-year students. The focus was on hands-on teaching and practical skill transfer, complemented by scientific lectures that showcased opportunities in ophthalmic science and provided a clear guide for student involvement. Final curation was completed by Prof. Studený and Dr. Straňák as Clinical and Educational leads, respectively. The organising team assisted students in securing accommodation prior to their arrival and ensured they were provided with breakfasts, snacks, and lunches throughout the event, accommodating all dietary preferences. Students were divided into two groups of 6 and one group of 7, ensuring diversity to encourage cultural exchange and prevent same-nationality clusters. Workshops were led by experienced physicians, supported by junior doctors and trained students. Teaching quality was monitored through real-time feedback forms submitted via smartphones and oversight by the organising team. Over 28 teaching hours, students engaged in practical workshops and lectures. At the event’s conclusion, participants provided anonymous feedback to help refine future Summer Schools.

Tools, equipment, technology used

For the purposes of high quality hands-on teaching, the coursework utilised state of the art Ophthalmic equipment provided by the Department of Ophthalmology and used by trained physicians and student assistants. This included both physical examination tools, such as monitor-equipped slit-lamps for effective feedback on eye exams performed by students based on projected image, tonometry equipment for eye pressure measurement on a pig eye model and YAG laser for capsulotomy practice on a pig eye model. Aside from these tools used for everyday work at the clinic, we offered advanced systems to our attendees. These included 6 phacoemulsification machines used by the attendees to perform step-by-step pig eye cataract surgery under the supervision of trained physicians and surgical microscope for pig eye corneal micro-suturing. For training scenarios not feasible with physical models, the course integrated digital and VR tools. Students utilised a direct ophthalmoscopy simulator to diagnose basic and advanced retinal diseases and performed vitreoretinal surgery using the Fidelis VR headset provided by Alcon. Additionally, a Zeiss OCT machine was available for posterior segment visualisation and an ocular ultrasound for anterior segment visualisation. Lectures from European researchers were conducted in person, while faculty from Harvard University and the University of Iowa contributed via a digital platform, aligning with the event’s focus on digital mobility and sustainability. With AI in Ophthalmology as the 2024 theme, the program included three lectures on AI and a computer workshop where students designed their own ophthalmic algorithm for OCT image sequencing. The innovative nature of this course lies in its uniqueness and one of a kind nature—no other event offers medical students such an opportunity to develop these specific skills and knowledge. The program is tailored to meet the evolving needs of contemporary Ophthalmology with many of the machines usually reserved for teaching physicians in training. The AI workshop was again one of a kind and taught by lecturers from University of Oxford and University of Edinburgh, leading institutions within the field.

Outcomes and outputs, main results

Outputs A total of 19 students participated in 28 hours of practical teaching, including a mix of hands-on workshops, clinical seminars, and scientific lectures. During the event, students were taught core clinical diagnostic methods, including the use of a slit-lamp, tonometry equipment, and a direct ophthalmoscope. They also gained experience with advanced techniques such as YAG-laser capsulotomy on pig eye models. Surgical skills were developed through exercises such as pig foot suturing to familiarise students with surgical instruments and knots, followed by corneal microsurgery and cataract surgery on pig eye models. Additionally, students participated in a VR-headset surgery session. Practical diagnostics were taught using an OCT machine and ocular ultrasound, alongside basic AI algorithms and their application within ophthalmology. Theoretical knowledge covered ophthalmic genetics and its relevance for quality patient care, as well as the use of AI models in ophthalmology. Students also learned about various career paths for European ophthalmologists and explored different surgery methods and specialisations within the field. Outcomes Internationalisation and Interconnectedness – Students explored ophthalmology in a diverse, open, and like-minded environment, gaining valuable insights through meaningful cultural exchange. They spent time with their peers in Prague, engaging in a tailored cultural program each afternoon and evening after classes where they explored the city and could form meaningful bonds Innovation and Technology – Students had the opportunity to operate complex and novel ophthalmic machinery and attend lectures from experienced experts on innovations in the field of ophthalmology. Global Academic Collaboration – The program featured expert scientists from around the world who shared their knowledge on their specific areas of expertise. Students were also informed about opportunities to join these global research efforts if they chose to pursue them. Community-building – Students were able to meet their peers, both from home and abroad, in a new environment, contributing meaningfully to the formation of a community. Our social profiles remains active, with participants continuing to connect at various scientific conferences. Our organising team continues to assist our attendees with choosing practical and academic elective programmes to further develop their careers. Overall, the event had two results: It taught students basic ophthalmic skills that they will find most useful after starting residency programmes at home, and it taught them these skills within the framework of an open, inviting and inclusive environment offering meaningful cultural exchange, fostering a spirit of international pursuit of both clinical and academic excellence, and focusing on community building. Over the course of planning and executing the event, we identified several key issues to address for future instalments and similar events.

Lessons learnt

Over the course of planning and executing the event, we identified several key issues to address for future instalments and similar events. Regarding logistics and organisation, we recommend at least 10 months of preparation with timely communication with partners (sponsors, catering, accommodation) and the hosting institution (3rd Faculty of Medicine, FNKV Hospital). Insufficient lead time can result in service issues and availability problems with rooms, catering, equipment, and lecturers. A late catering booking led to meals being delivered in boxes, reducing service quality and increasing plastic waste and a late accommodation booking led to a higher price of accommodation options. For attendee selection, we recommend a registration window of at least 2 months, with participant selection finalised 6 months prior. This gives ample time for route planning, accommodation, and securing financial support through studentships or grants, which have specific deadlines. Late acceptance limits the number of applicants. We believe at least 25% more students would have applied with more time for planning their trip after acceptance to the event. Regarding speaker selection, we recommend keeping online lectures to a maximum of 33% of the program. Too many digital sessions can reduce engagement, as observed in this event with 50% online content. A more balanced approach is preferable, ensuring both sustainability and engagement. For theoretical knowledge, we recommend distributing coherent, uniform study materials to attendees at least 2 months in advance. This ensures a shared baseline understanding, allowing attendees to benefit more from practical sessions. While materials were provided, their quality should be improved, and a dedicated team member should manage their creation and distribution. For measuring practical skill attainment, we recommend a more comprehensive pre- and post-event questionnaire focused on specific competencies. While a questionnaire was used, additional questions would provide a clearer picture of skill development.

Adaptability and sustainability of the best practice (for other institutions)

The good practice is an annual event integrated into our Department of Ophthalmology’s educational policies. Two core members of the organising team are now employed at the Department, and planning for the 2025 Summer School is already underway, with confirmed support from our academic and private partners. The impact of this initiative is expected to grow significantly with the launch of an online platform next year as part of our community-building efforts. This platform will serve as a comprehensive e-learning hub for Ophthalmology, offering expert lectures, career guidance, and promoting the Summer School as a flagship, together with similar events. Through this, we aim to create a student-centred, accessible ophthalmic platform that combines education, mentorship, and community engagement. Other institutions and departments can adopt this model by implementing its core principles. The event’s modular design allows for flexibility to meet specific institutional needs, with the hands-on practicals having a highly adaptable design. Digital mobility enables expert lectures and seminars to reach a broader audience, while on-site workshops can be customised for specific participant groups. Additionally, dedicated platforms can function as community hubs for participants and enthusiasts alike. Costs associated with hosting such events or platforms can be mitigated through partnerships with academic and private sponsors. This initiative provides inspiration and practical guidance—outlined further in our “Lessons learnt” section—for adapting its principles to other institutions. By doing so, it promotes the spirit of innovation, collaboration, and high-quality education across Europe. Environmental sustainability can be improved by using ecological modes of transportation (such as the European train network) and minimising the need for long distance travel of both lecturers and attendees by using digital technologies and digital mob

Promotion of best practice

Local channels include the newsletter of 3rd Faculty of Medicine, Charles University (https://www.lf3.cuni.cz/3LF-108.html?news=23578&locale=cz), 2nd Faculty of Medicine, Charles University (https://www.lf2.cuni.cz/aktuality/letni-skola-prakticke-oftalmologie-3-lf), Charles University UK Forum (https://www.ukforum.cz/rubriky/studenti/9002-vsimli-si-ze-v-evrope-chybi-prakticka-vyuka-tak-usporadali-letni-skolu) and a radio talk given to Český Rozhlas. International channels include our course webpage (ophthalmology.camp), social media (LI, IG, and FB), 4EU+ Newsletter (https://4euplus.eu/4EU-735.html, https://4euplus.eu/4EU-415.html?newsID=22307) and Ophthalmology24 (https://www.ophthalmology24.com/ophthalmology-resources-for-medical-students). A week before the application process opened, the organising team sent out translated emails with information about our course in local languages to 30 universities around Europe. Based on number of applicants, reach has been broad

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

The event led to the integration of its practices—focused on practical teaching, digital mobility, and surgical training—into the officially accredited Ophthalmology course within the Medical School Curriculum at the Department of Ophthalmology, 3rd Faculty of Medicine. For both the 3rd Faculty of Medicine and Charles University, the event attracted international faculty and created an annual platform for bringing together academics, senior and junior doctors, and students from across Europe, enhancing its reach and prestige. For other European academic institutions, the event presented opportunities for future collaboration in ophthalmic education, with the core practical course model being replicable at their respective medical schools.. For the Czech Republic, the event attracted prospective professionals to Prague, offering them not only high-quality education but also an enriching cultural experience to carry forward. At the EU/EHEA level, the event exemplified key principles of inclusiveness, academic freedom, internationalisation, interconnectedness, and innovation—practically implemented in a sustainable format capable of being repeated annually.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment
• Novel digital solutions (tools, frameworks, devices, tasks to enhance efficiency and motivation)
• Artificial intelligence and learning analytics in education and training

Reasoning: Our good practice has made use of digital technologies in content delivery, utilising them to offer unique expert lectures from US-based researchers without the environmental impact of having them fly to Prague. It has also taught its participants using digital tools throughout the curriculum, using both digital diagnostic methods and PC-based practical workshops on AI. Students were able to interact with their peers within our digital social group throughout the event and could give feedback.

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6.2 Internationalization

• Outstanding practices of international online collaborative learning
• Developing students' multicultural awareness
• Innovative practices of blended mobility
• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)

Reasoning: The course integrated international and global issues such as AI racial and ethnic bias in ophthalmic data, rural medicine, and EU-specific pathways for residencies and grants. Lecturers from diverse cultural and professional backgrounds provided a universally applicable curriculum, ensuring relevance across countries. Collaboration and networking were fostered through intercultural student groups working together during workshops and a social program that connected students, physicians, and industry stakeholders. Teaching strategies adapted to the diverse educational and cultural backgrounds of participants through inclusive methods, tailored resources, and patient-centric approaches applicable to all demographics. The course developed global competence by creating opportunities for knowledge exchange and cultural understanding, preparing students to navigate Ophthalmology. Students created a thriving community which meets during large scale conferences such as ARVO/EURETINA.

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6.3 Inclusion and diversity, universal design

• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: Our course was designed with an inclusive framework in mind. Ophthalmology was taught to a diverse student body, with their individual teaching needs respected. Teachers took extra care to provide students with the time necessary for them to excel at the task. Dietary preferences were also respected. Students were provided visual learning materials beforehand and lecturers provided students with ample time to phrase their questions. Feedback was flexible, non-compulsory and anonymous.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)

Reasoning: Within our course, attendees were given an overview of the course structure regarding sustainability in teaching. We included 50% of our lectures in a digital format, with the lecturers' environmental footprint limited to nearly zero. We also talked about the plastic waste generated in Ophthalmology during anti-VEGF injection application with references to other procedures. The modular nature of the event showcased the possibility of holding similar courses with minimal environmental impact.

3.3 Public contact datas

Name	Email address	Website
Martin Horák	ophthalmologycamp@gmail.com	https://www.ophthalmology.camp