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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:
The study will help determine if interactive 3D models can enhance medical education about eye movements.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| 3D Eyeball Movement Simulator Group | Experimental | Arm 1 (Experimental Group): Participants in this arm will use an interactive 3D-printed simulator that physically replicates human eyeball movements and extraocular muscle function. This hands-on educational tool allows medical students to manipulate the model and observe biomechanical principles of eye movements in real-time. |
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| Conventional Teaching Methods Group | Active Comparator | Participants in this arm will receive standard anatomy instruction through traditional methods including didactic lectures, 2D textbook illustrations, and static anatomical models - representing the current typical curriculum for ophthalmic anatomy education. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| 3D Eyeball Movement Simulator Group | Device | 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." |
| Measure | Description | Time Frame |
|---|---|---|
| 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 | Baseline (pre-intervention), Immediately after intervention (1 day post-training) |
| Measure | Description | Time Frame |
|---|---|---|
| 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. | "Baseline" or "Day 1" |
| Student Satisfaction Scores |
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Inclusion Criteria:
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"
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Mehrnoush Malekzadeh, Ph.D | Contact | 09133097258 | mehrnoush.malekzadeh@med.mui.ac.ir |
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|
| Conventional Teaching Methods Group | Other | 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 |
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Participant-reported satisfaction with the teaching method measured via 5-point Likert scale survey (1=very dissatisfied to 5=very satisfied). |
| Immediately post-intervention |