Incorporating a dynamic extraocular muscle simulation model into the undergraduate ophthalmic curriculum

Abstract

Background

Learning the anatomy of extraocular muscles and their coordination in eye movements is challenging for undergraduate medical students. We developed a dynamic extraocular muscle simulation model and integrated it into the undergraduate ophthalmic curriculum to evaluate its educational impact.

Methods

A custom simulation model of binocular muscles was developed and assessed for educational effectiveness in undergraduate education. In a comparative study, 84 students from Peking Union Medical College were assigned to either the simulation group (one-hour didactic lecture followed by a half-hour simulator practice) or the traditional teaching group (one-hour didactic teaching followed by a half-hour video review). All students were given 5-point quizzes on the anatomical and functional basics of extraocular muscles before the lecture(Q1), after the lecture(Q2), and after simulator practice/video-review(Q3). Within each group, the scores of Q2 were compared with Q1, and the scores of Q3 were compared with Q2. The effectiveness of the simulation model was evaluated by comparing the improvements in scores from Q2 to Q3 between the two groups. Nonparametric tests were used for statistical analysis.

Results

The simulation and traditional teaching groups were well-matched in terms of age, gender, Grade Point Average (GPA), and average Q1 and Q2 scores. The simulation group demonstrated significant improvements after both the didactic lecture and simulator practice. In contrast, the traditional teaching group showed significant improvement only after the lecture, not after the video review. The simulation model led to greater learning improvements compared to video review (mean(standard deviation)): 0.64(1.23) vs 0.05(0.79),P = 0.006.

Conclusions

The extraocular muscle simulation model is a valuable adjunct to traditional teaching methods in undergraduate medical education. Simulation-based education should be encouraged for teaching complex anatomical topics.