ArticleThe British and Irish orthoptic journal2025
Exploring the Impact of Small Group Teaching and Case-Based Learning on Optometry Students' Binocular Vision Clinical Knowledge.
Article in The British and Irish orthoptic journal, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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.
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Who cites it
1 citing paper in PubMed.
- Evaluation of a Hybrid Case-Based Learning and Small-Group Teaching Model Using Artificial Intelligence-Assisted Case Generation: An Innovative Dental Education Study.Advances in medical education and practice · 2026Article
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Authors and funding
3 authors.
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Abstract
Introduction: Small group teaching is widely used in healthcare education. Few studies have specifically focused on small group teaching in optometry. This study investigated the effects of small group clinical teaching combined with case-based learning (CBL) on final-year optometry students' knowledge in the assessment, diagnosis and management of accommodation and convergence anomalies. Methods: Students took part in a tutorial session involving the assessment of accommodation and convergence. A total of 89 final-year optometry students were randomly divided into two groups (control and intervention) prior to attending a binocular vision tutorial. Before undergoing the tutorial, the control group completed 20 multiple-choice questions (sets A and B), whilst the intervention group answered 10 questions (set A) before and the remaining 10 questions (set B) after the tutorial. Non-parametric statistics were employed to investigate the differences in Set A and B scores within and between the groups. Results: There was no significant difference in set A scores between the control (48.18%, ±17.16) and intervention (43.81%, ±13.43) groups (p = 0.27). The intervention group had significantly higher set B scores (60.71%, ±17.02) than the control group (50.68%, ±17.84) (p = 0.01). Conclusion: Small group teaching combined with CBL significantly enhances optometry students' knowledge of the diagnosis and management of accommodation and convergence anomalies. This teaching and evaluation methodology has the potential to be applied across all healthcare disciplines.
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