RESULTS: The survey showed that 77.9% of students thought that traditional teaching methods of ophthalmology classes were quite satisfying. 82.8% of them considered it necessary to introduce the new teaching mode. 83.4% of them would choose PBL teaching mode between the traditional teaching mode and PBL teaching mode. 56.6% of them thought that PBL teaching mode was conducive to students' self-learning ability. The subjective and objective conditions made the exploration of PBL teaching modes feasible. However, there were disadvantages of PBL teaching mode. 73.1% of students thought the school teaching facilities were not enough, 78.6% of students thought that only part of the content of ophthalmology teaching was suitable for using PBL teaching mode.

CONCLUSION: PBL teaching mode should be continuously explored and studied in the future ophthalmology teaching, in order to create suitable for China's national conditions of ophthalmology teaching mode.]]> 2013/8/26 15:29:08 Nian-Yi Song,Yue-Sha Yuan,Yan-Hua Zhu,Xu-Tao Chen and Zu-Hai Zhang 38true METHODS: Since 2011, we adopted a series of CQI measures to manage clinical teaching, and compared teaching quality assessment contents before and after application of CQI.

RESULTS: After application of CQI, students' theory and skills scores, medical writing quality and satisfaction with teaching were significantly improved.

CONCLUSION: Application of CQI in management improves the quality of clinical teaching, and should be widely applied.]]> 2013/7/29 14:34:28 Qing-Qing Chen,Xue-Xi Li and Shao-Hua Chen 37true METHODS: The study made a specific analysis on the content and effect of the training in the ophthalmology department of Zunyi Medical University Affiliated Hospital. Besides, the students' professional ability, employment situation and the problems existed, were evaluated. Meanwhile, some countermeasures and suggestions were put forward to constructing security mechanism for standardization training of ophthalmology residents in Guizhou province.

RESULTS: Totaled 16 persons were trained in this region since 2006/2011, only one graduated.

CONCLUSION: Clinical ophthalmology regulatory capacity of students trained in the area is significantly increased, but the security policy is the main reason of giving up training. We suggest modern medical students to gain a graduate degree as soon as possible to shorten the cost of education.]]> 2013/11/25 11:01:54 Ting-Ting Dan and Hai-Yang Li 36true METHODS: Five classes(total 148 students)were randomly selected as experimental group, using PBL method, at the same time another 5 classes(total 151 students)were also randomly selected as control group, using lecture-based learning(LBL)mode in 2010 grade. The scores of the experimental group were compared with control at the end of term. In addition, students and teachers were respectively interviewed using self-administered questionnaire to obtain their evaluation for PBL practice.

RESULTS: The mean scores of PBL group(78.35±7.63)were significantly higher than control group(71.68±6.37)(P<0.001). Most of students thought that their ability of referring, synthesizing and analyzing information was enhanced by PBL, and their skills both in written and oral were also improved. PBL made it easier to understand the contexts of course. It was the best way to improve the effect of teaching in ophthalmology based on the increase of quality in novitiate that gives more chance to students of contacting with practice, developing the ability of clinical thinking and verifying the theory in clinical novitiate. Lots of teachers considered that the classroom atmosphere was more active, students were becoming more and more proactive on their classes and the relationship between students and teachers were more harmonious when PBL was used.

CONCLUSION:Using PBL teaching mode can highly improve the teaching effectiveness of clinical epidemiology, which is worth popularizing.]]> 2014/6/19 9:55:03 Hong-Yu Cui,Dan Liu,Wei Qu and Zhi-Quan Lu 35true 2014/6/19 9:55:03 Wei-Jia Dai 34true METHODS: The 120 students were appointed as the routine teaching group and the PBL steered by constructivism group separately, who were coming from the department of clinical medicine and clinical pharmacy in grade 94, China Medical University. They were divided into PBL steered by constructivism group(60 students)and the routine teaching group(60 students). The students' feedbacks and teaching effects were compared by the questionnaire after teaching.

RESULTS: The feedback of the students in the PBL steered by constructivism group were significant better than that in the routine teaching group, including interest, referring data, self-study, thought process, obtaining and spreading knowledge, computer utilization, studying independently, concerted struggling, appreciating and magnanimous ability, discussion and communication(P<0.05).

CONCLUSION: Application of problem based learning steered by constructivism interests the students in Ophthalmologic teaching and is helpful in their self-study, which is benefit to elevate the teaching level and train the qualified scientists.]]> 2014/4/21 11:07:20 Xin-Ling Wang,Yu Qin,Xiao-Hong Sun,Jin-Song Zhang and Qi-Chang Yan 33true 2014/4/21 11:07:20 Zhe Wang,Tao Jiang,Jing Jiang and Ren-Ping Wang 32true METHODS: The methods were summarized and refined from the experiences of clinical teaching practice point and applied and confirmed in practices.

RESULTS: Visualization of theory knowledge learning, mastering eye check-up skillfully, systemaltization of sub-specialization knowledge, inspiring the divergent and thorough thinking and going back from clinical practice to theory should be advocated to master professional knowledge and skills with a better understanding. Follow these teaching ideas, resident training was effective.

CONCLUSION: The specialization of ophthalmology is stronger and residents preliminary stepping into ophthalmology department for clinical working are unsubstantial in professional foundation whose teaching implement needs to be combined with the specialist characteristics.]]> 2014/1/20 9:29:56 Ying Zhang 31true METHODS: The background, theoretical basis and procedures of quality control circle(QCC)were introduced. The feasibility of QCC in the quality improvement of integrative medicine ophthalmology teaching research department was analyzed. The QCC pilot activity in integrative medicine ophthalmology teaching research department of our school were reviewed and summarized. The tangible and intangible achievements of QCC activity were analyzed.

RESULTS: After QCC's application, the species of teaching method, the number of multimedia, student engagement, student satisfaction, exam scores have improved to some extent, resulting in good tangible outcomes. At the same time, the department team's harmony, problem-solving skills, communication and coordination, responsibility, enthusiasm also improved, resulting in good intangible outcomes.

CONCLUSION: The methods of QCC were introduced into the quality control of integrative medicine ophthalmology teaching to improve the quality of this subjects teaching administration comprehensively and strengthen core competitiveness of integrative medicine ophthalmology teaching research department.]]> 2014/10/31 11:03:32 Xiao-Lei Yao and Hui Shen 30true METHODS: Five classes(total 147 students)were randomly selected as experimental(PBL)group, at the same time, another 5 classes(total 149 students)were also randomly selected as control group, using traditional teaching method(lecture-based learning, LBL)in 2010 grade. The final examination scores of the experimental group were compared with control at the end of term. In addition, all students were interviewed using self-administered questionnaire to obtain their evaluation for PBL practice. SPSS13.0 software was used for statistical analysis.

RESULTS: The homogeneity test in baseline survey showed that the basic characteristics between the two groups of students were no significant differences, and were comparable(P>0.05). Final exam results showed that in addition to the scores of the EBM basic knowledge indicated no significant difference between two groups of students(P>0.05), for the 5 steps of EBM procedure, namely, asking questions, finding the best evidence, evaluating the evidence, using and practicing the evidence, re-evaluating the evidence, and the total scores between the two groups, there were significant statistically differences(P<0.05). The results to student learning evaluation showed that there was no significant difference between the two groups(P>0.05)in aspects of better understanding classroom knowledge, improving language expression ability, and writing skill exercises. And other residual items had a significant difference(P<0.05), especially in aspects of improving enthusiasm for learning, self-study ability, improving learning efficiency, information analysis and utilization ability, team collaboration, and communication between teachers and students, however, there was a very significant difference(P<0.001)between the two groups.

CONCLUSION:PBL teaching mode can effectively improve teaching effectiveness and the quality of EBM teaching, so the this teaching mode is worth further popularizing.]]> 2014/9/22 14:18:24 Tian-Ao Li,Shu-Jie Gao,Jing-Jing Mu,Xiang-Dong Meng and Zhi-Quan Lu 29true METHODS: Totally 40 medical students of eight-year program, who were clinical interns from January 2013 to March 2014 in Department of Ophthalmology, Xijing Hospital, the Fourth Military Medical University, were randomly divided into PBL teaching group(PBL group)and traditional teaching group(control group), 20 students in each group. In PBL group, students positively participated in clinical internship leading by PBL teaching, whereas in control group, students were guided by teachers in pattern of traditional teaching. Practical effects of different teaching methods were comprehensively evaluated by questionnaire and examination results.

RESULTS: In analysis of final examination, PBL group had higher scores than control groups in the quiz, case analysis and overall performance with statistical significance between the two groups(P<0.05), as for score of multiple-choice and glossary questions, differences between the two groups were not statistically significant(P>0.05). From the data of intern self-assessment questionnaire, PBL group was superior to control group in comprehensive analysis capabilities, motivation to learn, and learning outcomes with statistically significant differences(P<0.05). Whereas concerning stimulating interest of students and satisfaction of teaching mode, the difference between the two groups was not statistically significant(P>0.05). From the intern evaluation by teachers, PBL group was superior to control group in pre-intern preparation, full and accurate expression of views in class and clinical logic(P<0.05), however, there was no difference in communicative abilities with patients between the two groups(P>0.05).

CONCLUSION: PBL teaching is suitable for internship learning in Department of Ophthalmology for eight-year program medical students. PBL method can improve student's capabilities of clinical comprehensive analysis and contribute to develop the ability to solve clinical problems positively.]]> 2015/8/27 11:19:45 Zi-Feng Zhang,Dan Hu,Jian Zhou,Li Cai and Yu-Sheng Wang 28true METHODS: Sixty-four students of Optometry in grade 2012 were randomly divided into experimental group(n=32)and control group(n=32). Traditional teaching method was implemented in control group while PBL combined with SP was applied in experimental group. At the end of term students were interviewed using self-administered questionnaire to obtain their evaluation for teaching effect. Measurement data were expressed as (-overx)±s and analyzed by independent samples t test. Enumeration data were analyzed by χ² test, and P<0.05 significantly statistical differences.

RESULTS:The mean scores of theory test(83.22±3.75)and experimental test(94.28±2.20)in experimental group were significantly higher than theory test(70.72±3.95)and experimental test(85.44±3.52)in control group(all P<0.01). The mean scores of diagnose inquiry, ophthalmologic examination, clinical diagnosis and medical record writing were higher than that in the control group, difference had statistical significance(P<0.01). The students in experimental group had a significantly better self-assessment than the control group in learning enthusiasm, consciousness of team cooperation, ability of language expression, comprehensive analysis ability, self-learning ability, innovation ability, summarizing ability, practice ability, and systematic knowledge structure. The differences were statistically significant in questionnaire between the two groups(all P<0.05).

CONCLUSION:Using PBL combined with SP teaching mode in basic science of ophthalmology can highly improve learning enthusiasm of students and cultivate self-learning ability of students, practice ability and ability of clinical analysis.]]> 2015/8/5 15:43:43 Jin Yan,Li Wang,Yang Yang and Jun-Jie Wang 27true METHODS:We carried out retrospective investigation questionnaire in the 31 ophthalmic postgraduates of Luzhou Medical College 2010～2014 grade and the 47 medical staffs of Department of Ophthalmology of the Affiliated Hospital of Luzhou Medical College, to clarify the new professional education model whether could improve the comprehensive ability of ophthalmic postgraduates or not.

RESULTS: Carrying out the “Teaching-learning transaction” professional education could improve the comprehensive ability of ophthalmic postgraduates.

CONCLUSION: Putting teaching and learning together can improve and promote each other, and it is helpful to cultivate comprehensive ability of ophthalmic postgraduates.]]> 2015/7/1 9:46:07 Jie Wang,Gang-Jin Kang,Man-Hua Xu,Li Gui,Fang Wang,Min Dong,Juan Liu and Yan Jiang 26true METHODS:Lecture teaching, training in surgical simulator and operation in animal eyes were received in all these ophthalmologists. Results of the ability of operation in cataract surgery after this training were analyzed.

RESULTS: After taught theory, students completed cataract surgical procedures on simulator and the mean test score was 75.91±6.53 points. After trained on simulator repeatedly, the mean test score was 85.57±4.64 points. There was statistically significant difference(P<0.01). During the third stage of practicing on animal eyes, the score was 89.77±7.61 points, there was statistically significant difference compared with former two stages(P<0.05).

CONCLUSION: Comprehensive training can improve microsurgical skills of junior ophthalmologist, but the long effect need to be observed.]]> 2015/7/1 9:46:07 Hang Wu,Wei-Jia Dai,Ying Dong and Da-Chuan Liu 25true 2015/3/9 10:14:43 Xu Hou,Dan Hu,Jian Zhou,Li Cai and Yu-Sheng Wang 24true METHODS: The study was performed in the group of 20 eight-year program clinical undergraduates from the class of 2009 and 198 five-year program clinical undergraduates from the class of 2010. These students were divided into two groups receiving traditional and digital induction teaching over the same period respectively. After classes, questionnaire survey and classroom test were carried out.

RESULTS: The digital induction method was demonstrated to be superior to the traditional teaching method.

CONCLUSION: The digital induction method can improve teaching effects and academic records significantly.]]> 2015/9/25 17:05:22 Zhao-Jiang Du,Peng Li and Li Wang 23true METHODS: Ninety non ophthalmic students of Beijing Hospital of Traditional Chinese Medicine from January to August 2015 were randomly divided into observation group(45 students)and control group(45 students). Observation group: using questionnaire based on professional knowledge method combined with PBL teaching method; the control group: using traditional teaching method.

RESULTS: The survey results showed that: non ophthalmic students were unfamiliar with eye diseases knowledge; there was no significant difference in the clinical operation examination between the 2 groups(P>0.05). There were significant differences in the eye disease knowledge, eye disease knowledge related to their own major and the total score between the 2 groups(P<0.05), especially students in the observation group had higher scores of eye disease knowledge related to their own major. There was no significant difference in the rate of improvement of learning pressure between the 2 groups(P>0.05), the differences of improvement rate on other problems between 2 groups was statistically significant(P<0.05), and the improvement rate was higher in the observation group.

CONCLUSION: Questionnaire based on professional knowledge combined with PBL teaching method can effectively improve the learning effect in ophthalmology teaching.]]> 2016/6/29 17:05:30 Ying-Xin Yang and Nan Zhang 22true 2016/5/31 16:15:56 Xiao-Li Ma,Xian-Jie Liu,Yu-Tong Chen and Hong Ning 21true METHODS:Two classes(total 131 students)of 2013 grade major in clinical medicine, Kunming Medical University, were randomly selected as experimental group using CBL combined with PBL teaching mode, and control group using traditional teaching mode. The part of acute angle-closure glaucoma was taught. The scores of the experimental group were compared with that of control group at the end of term.

RESULTS: The mean scores of CBL combined with PBL teaching group were significantly higher than that of traditional teaching group.

CONCLUSION: The application of CBL combined with PBL in the clinical teaching of ophthalmology has obvious advantages in improving the learning interests and promoting students' self-learning ability. It is helpful in improving the students' ability of independent-thinking, analyzing and solving problem.]]> 2016/5/31 16:15:56 Yi-Jin Tao and Hua Zhong 20true METHODS: Fifty-six students in optometry major of Grade 2012 from Xi'an Medical College were divided into 2 groups randomly. The experimental group of 28 students used “one week with one case” teaching method with college-enterprise cooperation; the control group of 28 people used traditional “one week with one case” teaching method. The examination scores and questionnaire were used to evaluate the teaching effects.

RESULTS: The students of experimental group acquired higher test scores in short-answer questions and the case analysis questions compared with students of control group(P<0.05). The questionnaire survey showed the “one week with one case” teaching method with college-enterprise cooperation acquired higher scores in 6 items which include the intensity of learning interest, information acquisition ability, team cooperation ability, communication skills, oral communication ability and the satisfaction of teaching method(P<0.05). Four items included participation, preparation, communication ability and team spirit of experimental group students were significantly superior to those of the control group students(P<0.05).

CONCLUSION:“One week with one case” teaching method with college-enterprise cooperation can improve comprehensive ability of students. It is an effective teaching method with the characteristics of the contact lens courses.]]> 2016/5/31 16:15:56 Yang Yang,Li Wang,Wen-Lan Liu and Jin Yan 19true METHODS:Grade 2011 clinical undergraduate students were the research objects. Three and four classes were divided into experimental group(114 students)applied seminar teaching method combined with case-based teaching method. Five and six classes were divided into control group(112 students)applied traditional teaching method. We asked the students to carry out a questionnaire and exam after the end of the course. The data were analyzed by SPSS 19.0.

RESULTS:The comparison data of questionnaire included understanding the knowledge points, improving learning interest, approving the self-learning ability. The expression ability, cultivation of clinical thinking and memory theoretical knowledge were statistically significant(P<0.05). The comparison test scores of two groups were statistically significant(P<0.05).

CONCLUSION:Seminar teaching method combined with case-based teaching method can help to cultivate students' thinking ability of clinical diagnosis and treatment.]]> 2016/11/23 14:07:33 Qian-Bo Chen, Xiao-Ting Xi, Jia Ma and Yan Li 18true 2016/11/23 14:07:33 Hong Wang, Xin-Qiao Zhang, Lin Shen and Hui Miao 17true METHODS:This was a prospective study comprised 23 myopia patients(39 eyes)wearing rigid gas permeable contact lens(RGP)between Jun.2015 and Aug.2015 in the Department of Ophthalmology of Jinling Hospital. Uncorrected visual acuity(UCVA), sphere refractive, cylinder refractive, Schirmer I test, tear film break-up time(BUT), the visual quality and the tear film quality with OQAS II were obtained before and 1wk, 1, 3, 6mo after wearing. The data was analyzed using t-test and One-way.

RESULTS:The UCVA in before and after 1wk, 1, 3, 6mo were 0.23±0.10, 0.81±0.23, 0.99±0.11, 1.01±0.09, 0.95±0.14, the difference was statistically significant(F=723.36, P<0.01). The sphere in before and after 1wk, 1, 3, 6mo were(-2.83±1.34)D,(-0.63±0.82)D,(-0.12±0.20)D,(-0.03±0.10)D,(-0.10±0.30)D respectively, the difference was statistically significant(F=107.01, P<0.01). The refractive cylinder in before and after 1wk, 1, 3, 6mo were(-0.12±0.21)D,(-0.13±0.22)D,(-0.12±0.21)D,(-0.14±0.26)D,(-0.21±0.27)D respectively, there was no significant difference before and after wearing RGP(F=2.58, P>0.05). Schirmer I test showed no statistically significant difference before and after wearing RGP(F=4.88, P>0.05). The stability of tear film was reduced after wearing RGP, and the difference was statistically significant(F=135.11, P<0.01). The modulate transfer function(MTF)cut-off frequency was reduced after wearing RGP, the object scatter index(OSI)was increased after wearing RGP, and the difference was statistically significant, the tear film quality OSI was increased after wearing RGP, and the difference was statistically significant(F=6.16, 19.23, 10.62, P<0.01).

CONCLUSION:The UCVA is significantly increased after wearing RGP. However, there was no significant change in the base-line of tear secretion, but BUT is significantly reduced after wearing RGP. The stability of the tear film is reduced, which can lead to a decline in visual quality.]]> 2016/10/25 14:35:38 Jiang Zhu and Zhen-Ping Huang 16true METHODS:A cluster sampling method was used to select five primary school students(6 737)and three junior middle school students(1 925)from Shenzhen. The visual acuity,anterior segment, fundus, eye position, and refractive status were measured. Information on associated factors for poor vision were also obtained using a questionaire. The risk factors of poor vision and the rate of myopia between grade or gender were analysed by Chi-square test.

RESULTS:The rate of poor vision was 67.0%. Female, family history of high myopia, long time of continuous look near, short time of outdoor activities were the main risk factors. The rate of emmetropia, hyperopia, astigmatism and myopia were 15.1%, 11.3%, 11.0% and 62.6% respectively. Emmetropia, hyperopia and astigmatism incidenece rate decreased with age growing, but myopia incidence rate was increased. There were significant differences between adjacent two grades in myopia(χ²=7.338-45.018, P<0.05)except the primary grade six and the junior grade one. There were significant differences between boys(61.0%)and girls(65.5%)in myopia(χ²=17.180, P<0.05).

CONCLUSION:The rate of poor vison is pretty high in students of Shenzhen aged between 5 to 16 years old, and myopia is the main reason. The development rate of myopia is increased with age. Early management of myopia may play an important role in controlling poor vision in students.]]> 2016/10/25 14:35:38 Bing Han, Wei-Wei Zhou, Chun-Min Liu, Yun Yang, Hong-Bo Cheng and Xue-Jiao Xu 15true METHODS: Graduated students and visiting students accepting neuro-ophthalmology training courses in Department of Ophthalmology during 2014-2016 were enrolled as the research objects. Two groups were randomized allocated and 20 students each group. One group of students was applied standardized patients teaching method and the other group of students was applied traditional teaching method. A questionnaire and exam after the teaching were evaluated. The data were analyzed by SPSS 20.0.

RESULTS: The data of questionnaire included content interest improving, satisfaction for teaching, the key points understanding, theory with practice effective linking, future practice instruction. Comparison questionnaire data between two groups were of statistical significance(P<0.05). The test scores of case analysis of two groups were statistically significant also(P<0.001).

CONCLUSION: Standardized patients teaching method is helpful for students' training on the ability of clinical diagnosis and treatment.]]> 2017/7/24 10:38:41 Bo-Yan Fang and Da-Jiang Wang 14true METHODS: Totally 60 residents who underwent the Standardized Training in our center from January 2015 to June 2016 were enrolled in this study and randomized equally into 3 groups of lecture-based learning(LBL), problem-based learning(PBL), and team-based learning(TBL). And 3 mainstream teaching methods were applied according to the groups' labels. Exams were taken before and after the implementations of teaching, and the scores variations were analyzed via repeated measures ANOVA.

RESULTS: All of the 3 methods developed the knowledge of subjects, and the scores of TBL group were superior to those of LBL and PBL groups(P<0.001). Subgroup analysis showed that LBL can enhance the fundamental knowledge of trainees(vs PBL, P=0.002; vs TBL, P=0.001), whereas TBL helpt to enhance the critical skills for clinical practices(vs LBL, P<0.001; vs PBL, P<0.001).

CONCLUSION: TBL is a more suitable teaching method for the Standardized Training for Ophthalmic Residents.]]> 2017/4/25 17:20:02 Jing Han and Xiao-Long Yan 13true METHODS: The study was conducted from 2015 to 2016. The residents in Department of Ophthalmology, Shanghai Jiao Tong University Affiliated Sixth People's Hospital were included in the research. During the year of 2015, the traditional lecture-based learning(LBL)method was applied(as a control group). During the year of 2016, the CBL teaching combination with paper review teaching method was applied(as an experimental group). At the end of the course, exams and questionnaires were conducted to evaluate the teaching effect of two different methods. The exams consisted of theoretical and operational assessment. The teaching satisfactions, learning interests, scientific research interests and clinical abilities were included in the questionnaires. The data was analyzed by SPSS 16.0.

RESULTS: The results of final exams indicated that the scores of the experimental group(88.2±6.5)were higher than the control group(75.6±6.0). The difference showed statistically significant(t=6.68, P<0.05). The results of questionnaires indicated that students showed much more satisfied with CBL teaching combination with paper review teaching method(91%)than traditional teaching method(50%, χ²=8.84, P<0.05). Students in the experimental group improved learning interest(χ²=6.29, P<0.05), increased research interest(χ²=4.54, P<0.05)and approved clinical ability(χ²=4.25, P<0.05). The comparison of two groups showed the statistically difference(P<0.05).

CONCLUSION: CBL teaching combination with paper review teaching method is beneficial to improve the teaching effect, and it is also beneficial to train residents' clinical skills and research abilities.]]> 2017/9/18 10:53:59 Jian-Yan Hu, Yan Chen, Ping Hu, Qiang Wu 12true METHODS: A total of 141 clinical undergraduate students were selected to attend the ophthalmology course in the first semester of the 2017-2018 academic year, students were randomly assigned to the traditional lecture based learning(LBL)teaching group of 69 and the PBL model teaching group of 72 in the clinical practice class. The two groups of students studied the same courses at the early stage, and there was no statistically significant difference in college entrance examination scores, gender, age, and practice time of ophthalmology(P>0.05). At the end of the internship, the teaching effects of the two teaching methods were compared and analyzed by means of students' curriculum assessment questionnaire survey and the clinical examination results.

RESULTS: The evaluation of students' satisfaction with the training of various abilities of the course showed that the satisfaction of each ability of the PBL teaching group was higher than that of the traditional teaching group(LBL). Among these abilities, there were statistically significant differences in learning interest improvement, knowledge expansion ability, problem-solving ability and doctor-patient communication ability(P<0.05). The PBL group was higher than LBL group in terms of case analysis and skill operation in clinical assessment, and the difference was statistically significant(P<0.05).

CONCLUSION: PBL teaching method is more effective in clinical practice teaching of ophthalmology, which is beneficial to train clinical thinking and improve teaching quality.]]> 2018/11/19 14:44:10 Miao-Yun Liao, Wen-Bin Zhang, Mei-Yuan Qiu and Xin-Sheng Zeng 11true METHODS: Totally 90 students from two classes of Ophthalmology nursing major were included in the study. The mid-term examination of ophthalmological nursing as baseline. LBL group received traditional teaching(LBL). On the basis of LBL group, PBL+LBL group received PBL. The final examination, course satisfaction and self-subjective feelings of the two groups were compared.

RESULTS: There was no significant difference in final scores of basic examinations, operation skills and case analysis between LBL group and its baseline(P>0.05). In PBL+LBL group, the final scores of basic examination, operation skills and case analysis were significantly improved(P<0.05). Compared with LBL group, the final scores of basic examination, operation skills and case analysis in PBL+LBL group were significantly higher(P<0.05). The interest and satisfaction of students in PBL+LBL group were significantly higher than those in LBL group(P<0.05). The percentages who felt making progress in active learning, communication, teamwork, self-study and problem-solving ability in PBL+LBL group were significantly higher than those in LBL group(All P<0.05).

CONCLUSION: The combination of PBL and LBL can effectively improve the teaching effect of ophthalmic nursing for higher vocational students and lay a solid foundation for clinical work.]]> 2019/5/22 14:15:47 Xi-Ying Wang, Yuan Zhang, Yu-Jing Zhao, Wei Zhao and Qing-Song Wang 10true METHODS: The supporting set for smart phone can be securely connected to the ocular lens of slit lamp microscopy. The anterior or fundus photos and dynamic videos were obtained through slit lamp examination with non-contact lens, three-mirror lens or gonio lens. Acquired images or recorded videos were transmitted to ophthalmology trainee by using wireless local area network(WLAN), WeChat and other software.

RESULTS: High quality images and dynamic video could be successfully taken with smart phone and supporting set by slit lamp examination, which could clearly display tissue details and pathological features. The fast transmission of image data can enable more trainees to access clinic education resource simultaneously and communicate with each other timely and effectively.

CONCLUSION: High resolution smart phones are wildly used and supporting sets are very accessible; thus high quality of images could be easily obtained for clinical teaching purpose. Furthermore, it enriches the clinical teaching resources. So the application of image acquisition function of smart phone with slit lamp examination is worthy in the standardized training of ophthalmology residents.]]> 2019/11/21 15:09:59 Jia-Wei Ren, Qiu-Ping Liu, Ning Gao, Li Qin and Jing-Ming Li 9true METHODS: A total of thirty-two master students of ophthalmology from 2017 to 2019 were randomly divided into 2 groups, 16 in each group. The study group used the “diversified two-stage” teaching mode; the control group used the traditional teaching mode. The teaching content of the same group of graduate students is the same, the teaching teachers are the same, the teaching period was 33mo of clinical practice, the research time is from 2014 to 2019, the differences between the two groups were compared in the clinical professional assessment, scientific research ability assessment, comprehensive assessment, student satisfaction and dream anxiety self-rating scores with the same examination content and the uniform scoring standard.

RESULTS: The average score of student satisfaction in the study group is(101.38±6.29), the comprehensive assessment is 84.22±4.58, and the dream anxiety score is 17.31±5.20. The average score of satisfaction in the control group is 59.13±9.61, the comprehensive assessment is 75.72±5.14, and the dream anxiety score is 25.75±3.32. The scores of clinical professional assessment, scientific research ability assessment and comprehensive assessment in the study group were higher than the control group, while the dream anxiety score was lower than the control group(both P<0.05). The dream anxiety score was negatively correlated with the teaching model satisfaction score and the student satisfaction score(r=-0.746, -0.618, both P<0.05).

CONCLUSION: The “diversified two-stage” teaching mode improves the comprehensive quality of master students' theoretical knowledge, scientific research innovation, physical and mental health. It is the best teaching mode for the master students in ophthalmology.]]> 2019/10/23 15:17:29 *, Rong-Bin Liang^*, Qi Lin, You-Lan Min, Wen-Qing Shi, Pei-Wen Zhu, Biao Li, Xiao-Rong Wu and Yi Shao]]> Qing Yuan^*, Rong-Bin Liang^*, Qi Lin, You-Lan Min, Wen-Qing Shi, Pei-Wen Zhu, Biao Li, Xiao-Rong Wu and Yi Shao 8true METHODS: Totally 109 students majoring in Ophthalmic Optics in our college in 2016 were selected as the subjects of study. Taking the mid-term results of optometry as the reference of baseline results. The control group adopted the traditional teaching mode, while the experimental group adopted the improved four-stage teaching model. Achievements in the final optometry examination, satisfaction of students with the teaching of optometry and self-evaluation were compared between the two groups.

RESULTS: There was no significant difference among the three final grades(basic theory of optometry, experimental skills and clinical case analysis)and the baseline scores in the control group(P>0.05). Compared with the baseline scores, the final scores of the three items in the experimental group were significantly improved, and the difference was statistically significant(P<0.05). The final scores of the two groups were compared(P<0.05). The satisfaction with the teaching process and results of optometry course and the improvement of self-evaluation ability of the two groups were significantly higher than those of the control group(P<0.05).

CONCLUSION: Four-stage teaching can effectively improve the effect of optometry teaching for students majoring in Ophthalmic Optics, which can make students adapt to clinical work faster and more effectively.]]> 2020/3/25 14:45:41 Yuan-Bin Liu, Chun-Ying Li, Xia Sun, Ying Zhu, Juan-Juan Han and Tao He 7true METHODS: From September 2015 to July 2017, sixteen residents from the Department of Ophthalmology, the First Affiliated Hospital of Kunming Medical University were selected as research subjects. Before and after the conventional teaching or SBME teaching with standardized patients(SP), real doctor-patient communications were completed respectively, which were evaluated through Mini-CEX.

RESULTS: As to the Mini-CEX assessment of the standard training residents for the pre-intervention doctor-patient communication about the three common diseases of age-related cataract, primary open-angle glaucoma, and acute bacterial conjunctivitis, there was no significant difference in the average score of the seven items between the trainees in the control group and the experimental group(P>0.05). After the demonstration teaching and comment revision, the control group directly performed the post-intervention doctor-patient communication and Mini-CEX evaluation, and the experimental group performed the further SBME teaching and then the post-intervention doctor-patient communication and Mini-CEX evaluation. The scores of the seven items in the two groups after the intervention were significantly higher than those before the intervention(P<0.05). The excellent rates of the trainees in the control group and the experimental group with an average score of 7 or more increased from 37.5%(3/8)and 37.5%(3/8)to 87.5%(7/8)and 100%(8/8), respectively. After the intervention, in addition to physical examination skills and clinical judgment, the scores of other five items such as medical interview skills, humanistic care and professionalism, psychological counseling skills, organizational effectiveness and overall clinical competence, were significantly higher in the experimental group than the ones in the control group(P<0.05).

CONCLUSION: SBME pedagogy with SP can improve the effectiveness of the doctor-patient communication training for ophthalmology residents. Mini-CEX can be used to evaluate the teaching efficiency easily, quickly and standardly. The combination of Mini-CEX and SBME can be widely used in the practice of the doctor-patient communication training for ophthalmology residents.]]> 2020/10/22 16:19:27 Jia Ma, Xiao-Ting Xi, Li Zhang, Qian-Bo Chen and Yan Li 6true 2021/4/21 21:12:04 Ying Liang, Han-Lin Li, Xue-Mei Chou, Tong Pan, Qiong Zhou, Chong-Gang Pei, Yi Shao, Xiao-Rong Wu and Gui-Fang Tong 5true METHODS:A self-designed questionnaire survey and result of examination comparison were used. The contents of the questionnaire include the time used before and after class, the confusion faced by online teaching and the self-evaluation of teaching effect. 63 students and all teachers were participants in the questionnaire survey. The survey is from May 2020 to June 2020.

RESULTS: The average time spent by students before class of online teaching had no difference with that of offline teaching, while the average time spent by teachers for online teaching before class was significantly longer than that for offline teaching. 63% of the undergraduates considered that online teaching takes much more time to review after class. 95% of the students admitted that online teaching was easier to lose concentration because of lack of interaction with teachers, and 73% of teachers though that for online teaching they had less passionate compared to off line teaching. Regarding to the questionnaire survey, 73% of the instructors expected that the effect of online teaching would be worse than that of offline teaching. Surprisingly, 95% of the students thought that there had no significant difference in knowledge mastering between online and offline teaching after reviewing of courseware. For the future teaching model, 91% of the teachers and 79% of the students preferred the combination of watching pre-recorded video and live broadcasting.

CONCLUSION: The lack of interaction is the primary issue of online teaching. Online teaching can achieve the same effect as offline teaching,whereas it needs more post-class time for students. The combination of watching pre-recorded video and live-broadcasting is the online teaching mode recommended by teachers and students.]]> 2020/12/22 18:57:49 Na-Min Li, Jian Zhou, Li-Juan Sun, Guo-Rui Dou, Yan-Nian Hui and Hong-Jun Du 4true METHODS: Prospective study. Two classes(totally 80 students)of 2018 grade major in optometry, Nanjing Medical University, were randomly selected as experimental group(40 students, 18 males, 22 females)using multi-mode teaching(including problem-based learning, case-based learning and flipped classroom),and control group(40 students, 19 males, 21 females)using traditional teaching mode. At the end of the course, the teaching effects were evaluated by usual performance, network examination, theory test, operation test and questionnaire.

RESULTS: The assessment result at ordinary times: the points of experiment group(16.46±2.19)points was higher than the control group(13.81±2.95)points(t=6.36, P<0.01); Network examination result: the points of experiment group(9.37±1.57)points was higher than the control group(7.21±1.46)points(t=4.39, P=0.01); Theory of the assessment result: the points of experiment group(40.41±3.48)points was higher than the control group(36.29±3.34)points(t=9.25, P<0.01); The assessment result of operation: the points of experiment group(18.22±2.69)was higher than the control group(16.28±2.52)(t=3.25, P=0.02); Total grade: the points of experiment group(84.46±5.26)was higher than the control group(73.69±6.35)(t=11.26,P<0.01). Contact lens teaching effect feedback questionnaire results showed that: students based on the concept of “HOPE” teaching mode were more satisfied than control group, and they think it had more advantages than traditional teaching group in learning initiative and improving teaching efficiency, cultivating clinical thinking ability, improving the communication power of expression(all P<0.05).

CONCLUSION: Multi-mode teaching(PBL, CBL and flipped classroom)steered by “HOPE” in the clinical teaching of contact lens can stimulate students'interest in learning, improve the quality of teaching and achieve better teaching effect.]]> 2021/12/21 20:43:53 Zhi-Peng Yan, Ke-Ran Li and Wei-Hong Shang 3true METHODS: A total of 54 students of clinical medicine “5+3” integration and clinical medicine for five years, interned at the department of ophthalmology from June 15th to November 14th, 2021 were divided into traditional teaching group(group A)and flipped classroom combined with TBL group(group B). The teaching effects of slit lamp microscopy and direct ophthalmoscopy in group A and group B were compared by DOPS score, and Mann-Whitney U test was used for statistical analysis.

RESULTS: Total DOPS score for slit-lamp microscopy in group A was 59(58.00, 60.00)points,which was significantly lower than that of group B 63(61.00,65.00)points(P<0.001). The DOPS score for direct ophthalmoscopy in group A was 63(61.00, 63.75)points, which was significantly lower than that of group B, 66(63.75,66.25)points(P<0.001). In the two operations and especially in the aspects of “understanding of complications,relevant anatomical structure and proficiency in operation”“preparatory work” and “technical ability of operation”, the scores of group B was significantly higher than those of group A(P<0.05).

CONCLUSION: Flipped classroom combined with TBL has significant advantages in clinical practice teaching for interns in ophthalmology, which is worthy of promotion and application compared with traditional teaching.]]> 2022/9/22 16:19:08 Zi-Jin Wang and Qin Chen 2true 2023/8/22 13:56:47 Bin Zhang, Jun Li, Wei He 1true