3D Eye Movement Simulator for Medical Education

N/ANot Yet RecruitingNCT07031960

Isfahan University of Medical Sciences76 enrolled

Overview

The goal of this clinical trial is to evaluate whether a new 3D-printed eyeball movement simulator improves medical education compared to traditional teaching methods. The main questions it aims to answer are: Does using the 3D simulator help medical students better understand eye anatomy and muscle function compared to standard lectures and textbooks? How do students rate the usability and effectiveness of this new teaching tool? Researchers will compare two groups of medical students: One group will learn using the 3D simulator The other group will receive standard teaching methods Participants will: 1. Complete a pre-test to assess their baseline knowledge 2. Attend training sessions using either the 3D simulator or standard methods 3. Take a post-test to measure learning improvement 4. Provide feedback about their learning experience 5. Take a post-intervention exam and satisfaction survey 6. Participate in focus groups about their learning experience The study will help determine if interactive 3D models can enhance medical education about eye movements.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

BASIC_SCIENCE

Masking

SINGLE

Enrollment

Conditions

Education Education, Medical, Undergraduate

Interventions

3D Eyeball Movement Simulator GroupDEVICE

A physical, interactive 3D-printed educational model that replicates human eyeball movements and demonstrates the biomechanical action of extraocular muscles. The simulator allows hands-on manipulation to demonstrate all cardinal eye movements (adduction, abduction, elevation, depression, intorsion, and extorsion) through mechanical actuation of synthetic muscle analogues."

Conventional Teaching Methods GroupOTHER

Standard medical education methods for teaching eye anatomy and movements, including: (1) didactic classroom lectures with 2D illustrations, (2) static anatomical models of the orbit and eyeball, and (3) textbook-based learning materials. This represents the current conventional approach to teaching this content in medical curricula

Eligibility

Sex: ALLHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: 1. Academic Status Currently enrolled medical students in their preclinical years (typically 2nd-3 year)" 2. Course Enrollment "Formally registered in the special scence/anatomy course where eye movement education is part of the curriculum" Prior Experience "No previous formal training in extraocular muscle anatomy or eye movement assessment" Language Proficiency "Fluent in the language of instruction (Farsi)" Consent "Willing and able to provide informed consent" Exclusion Criteria: 1- Prior Exposure "Medical students who have previously taken advanced special scence courses" Professional Experience "Students with prior clinical experience in ophthalmology ( as nurses or technicians)" Atypical Curriculum "Students from schools with non-standard anatomy curricula that already include similar 3D simulation tools" Participation Conflicts "Currently participating in other educational research studies that could confound results"

Outcomes

Primary Outcomes

Knowledge Gain Score

Difference in test scores between pre-intervention and post-intervention assessments on eye anatomy and movement kinematics, measured using a validated 50-point multiple-choice questionnaire

Time frame: Baseline (pre-intervention), Immediately after intervention (1 day post-training)

Secondary Outcomes

Skill Acquisition in Eye Movement Assessment

Performance in practical examination where students identify and demonstrate eye movements on standardized patients, scored by blinded evaluators using a 12-point checklist.

Time frame: "Baseline" or "Day 1"

Student Satisfaction Scores

Participant-reported satisfaction with the teaching method measured via 5-point Likert scale survey (1=very dissatisfied to 5=very satisfied).

Time frame: Immediately post-intervention