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A MOOC-based and high-fidelity surgical simulation-integrated clinical internship mode in optometry teaching for
Yang Kang1, Kanwen Wang2, Jing Cui1
1Eye Hospital, The First Affiliated Hospital of Harbin Medical University, No. 143, Yiman Street, Harbin, Heilongjiang Province, 150001, People's Republic of China.
Background:
Clinical medicine postgraduates are expected to attain competencies equivalent to senior resident physicians. However, ophthalmology graduate students often struggle to integrate optometry theory with clinical practice during rotations. To address this gap, we developed and evaluated a blended clinical internship model combining Massive Open Online Courses (MOOC) and digital twin-supported high-fidelity surgical simulation (HFS) technology.
Methods:
A randomized controlled trial was conducted with 54 ophthalmology graduate students and 16 trained teachers. Students were randomly assigned to an experimental group (n = 27) receiving the MOOC-HFS blended internship and a control group (n = 27) receiving traditional teaching. Outcomes included an initial assessment after the MOOC phase (henceforth referred to as Test 1), a post-class assessment (Test 2), and a final examination (Test 3) as well as scores on the Course Experience Questionnaire (CEQ), Revised Two-Factor Study Process Questionnaire (R-SPQ-2 F), and a teacher satisfaction questionnaire. Data were analyzed using t-tests and non-parametric tests.
Results:
The experimental group achieved significantly higher scores in all assessments (P < 0.05), with greater improvements in practical skill-focused Refractive Classroom than memory-based Amblyopia Classroom. They also demonstrated superior CEQ scores, deeper learning approaches in R-SPQ-2 F, and higher teacher satisfaction (all P < 0.001).
Conclusions:
The MOOC-HFS blended model, structured as "theory → simulation → practice," effectively synergizes MOOC flexibility with HFS realism, significantly enhancing academic performance, deep learning, course experience, and teaching satisfaction. This model redefines teacher roles and establishes a competency-based framework, providing an evidence-based reference for optometry clinical education optimization. Further multi-center and long-term studies are needed to confirm generalizability.
