Trial reportBMC medical education2026
A MOOC-based and high-fidelity surgical simulation-integrated clinical internship mode in optometry teaching for ophthalmology graduate students.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
6 authors.
Funding
Abstract
backgroundClinical 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.
methodsA 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.
resultsThe 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).
conclusionsThe 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.
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