Chan Wu1,2, Mingyue Luo1,2, Yutong Liu1,2, Rongping Dai1,2, Meifen Zhang1,2, Yong Zhong1,2, Youxin Chen3,4. 1. Department of Ophthalmology, Peking Union Medical College Hospital, Peking Union Medical College, Chinese Academy of Medical Sciences, Beijing, China. 2. Key Lab of Ocular Fundus Diseases, Chinese Academy of Medical Sciences, Beijing, China. 3. Department of Ophthalmology, Peking Union Medical College Hospital, Peking Union Medical College, Chinese Academy of Medical Sciences, Beijing, China. chenyx@pumch.cn. 4. Key Lab of Ocular Fundus Diseases, Chinese Academy of Medical Sciences, Beijing, China. chenyx@pumch.cn.
Abstract
PURPOSE: This study aims to design an eye model that can simulate the fundus for teaching direct ophthalmoscopy and to evaluate its effectiveness. METHODS: We first used 3D printing materials to make an eye model and then randomly assigned 92 undergraduates into group A (model-assisted training group) and group B (traditional training group) to test our model. After the same training time, real patients were used to test the students, with 120 s as the examination time limit. We recorded the students' ability to clearly see the optic disk, the time to determine the cup-to-disk ratio, and whether they were correct. RESULTS: Forty-three students in group A (93.48%) successfully saw the fundus, while 21 in group B (45.65%) succeeded. The difference between the two groups was 47.83% (95% confidence interval, 29.59-66.07%, P < 0.0001). The median time to see the fundus was 29s (95% confidence interval 23-45 s) in group A, while an estimated minimum time in group B was 80 s, indicating that group A was significantly faster than group B (P < 0.0001). CONCLUSIONS: This 3D-printed eye model significantly improved the students' study interest, study efficiency, and study results and is worthy of being promoted.
PURPOSE: This study aims to design an eye model that can simulate the fundus for teaching direct ophthalmoscopy and to evaluate its effectiveness. METHODS: We first used 3D printing materials to make an eye model and then randomly assigned 92 undergraduates into group A (model-assisted training group) and group B (traditional training group) to test our model. After the same training time, real patients were used to test the students, with 120 s as the examination time limit. We recorded the students' ability to clearly see the optic disk, the time to determine the cup-to-disk ratio, and whether they were correct. RESULTS: Forty-three students in group A (93.48%) successfully saw the fundus, while 21 in group B (45.65%) succeeded. The difference between the two groups was 47.83% (95% confidence interval, 29.59-66.07%, P < 0.0001). The median time to see the fundus was 29s (95% confidence interval 23-45 s) in group A, while an estimated minimum time in group B was 80 s, indicating that group A was significantly faster than group B (P < 0.0001). CONCLUSIONS: This 3D-printed eye model significantly improved the students' study interest, study efficiency, and study results and is worthy of being promoted.
Authors: John Hao; Raj Nangunoori; Ying Ying Wu; Mabaran Rajaraman; Daniel Cook; Alex Yu; Boyle Cheng; Kenji Shimada Journal: 3D Print Med Date: 2018-10-19