ArticleBMC medical education2025
Application and evaluation of virtual simulation technology in 'corneal contact lens' education.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Preliminary exploration and evaluation of video-based feedback for orthokeratology lens fitting: a pilot study.BMC medical education · 2026Trial
- Assessing the reliability of non-cycloplegic refraction in children: a machine learning approach based on non-cycloplegic parameters.Frontiers in public health · 2026Article
- An explainable machine learning framework for accurate prediction of postoperative anterior chamber depth in highly myopic cataract surgery.Frontiers in cell and developmental biology · 2026Article
- Integrating 3D-printed sclero-corneal models into Rigid Gas Permeable contact lens training: A pilot study.PloS one · 2026Article
- Artificial intelligence assisted simulation and surgical video analytics for ophthalmic surgery training and competence development.Frontiers in medicine · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
Abstract
backgroundTo evaluate the impact of the corneal contact lens virtual simulation teaching system on students' course experience and self-directed learning in 'corneal contact lens' education.
methodsThis study developed a virtual simulation experimental teaching system for 'corneal contact lens' education. A longitudinal comparison of the course experience and self-directed learning abilities of the same group of students at a university in Fujian Province before and after using the system was conducted through questionnaires. Pearson correlation analysis was used to determine the correlation between factors of course experience and self-directed learning abilities before and after the application of the virtual simulation experimental teaching system.
resultsA total of 290 valid questionnaires were collected from 145 optometry undergraduates (71 males, 74 females, average age 21.05 ± 0.82 years). Students completed questionnaires before and after using the virtual simulation teaching system. The evaluation of teaching improved from 4.05 to 4.45, basic skills mastery increased from 3.49 to 4.40, and overall course experience rose from 3.07 to 4.17. The system significantly enhanced self-directed learning abilities (P ≤ 0.05), with increased scores in teacher role expectations (3.91 to 4.41), independence (3.03 to 4.34), learning confidence (3.02 to 4.35), learning process evaluation (2.89 to 4.33), and learning strategy use (3.37 to 4.36). However, correlation analysis revealed a significant decrease in the correlation between students' confidence in learning ability, process evaluation, and strategy use after utilizing the virtual simulation technology.
conclusionVirtual simulation technology not only significantly enhanced students' experience in corneal contact lens courses but also improved their self-directed learning abilities. It changed students' cognition and behavior patterns regarding the learning process to some extent, providing new pathways and possibilities for the innovation and development of digital education in ophthalmology.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.