Objective:To explore a teaching rounds model tailored for the ophthalmology day ward in standardized resident training.Methods:Based on the guidelines for teaching rounds in standardized resident training, we set up a teaching round working group and designed a teaching rounds model combining disease-based learning (DBL) and slit lamp-side (SLS) teaching. This teaching rounds model was implemented in 71 ophthalmology residents undergoing standardized training. The teaching effectiveness was evaluated through a questionnaire survey, including the rationality of the process design, the practicality of round content, the smoothness of round process, trainee engagement, and knowledge on the diseases involved. The results were compared with those of residents who received traditional bedside teaching rounds during the same period in 2022.Results:In the survey of satisfaction for the teaching rounds model combining DBL and SLS, 63 (88.73%) trainees were very satisfied with the rationality of the teaching round process design, trainee engagement, and knowledge on the diseases involved, 66 (92.96%) trainees were very satisfied with the practicality of the round content, and 64 (90.14%) trainees were very satisfied with the smoothness of the ward round process. Compared with the traditional bedside teaching rounds, the above five aspects of satisfaction were significantly improved ( P=0.022, P=0.023, P=0.003, P=0.019, P=0.025). Conclusions:The novel ophthalmology teaching rounds model combining DBL and SLS can be effectively integrated into the diagnosis and treatment processes in the day ward. The resident trainees showed high satisfaction with this model. This is an innovative teaching model well-suited for the operation of ophthalmology day wards.

Objective:To explore a teaching rounds model tailored for the ophthalmology day ward in standardized resident training.Methods:Based on the guidelines for teaching rounds in standardized resident training, we set up a teaching round working group and designed a teaching rounds model combining disease-based learning (DBL) and slit lamp-side (SLS) teaching. This teaching rounds model was implemented in 71 ophthalmology residents undergoing standardized training. The teaching effectiveness was evaluated through a questionnaire survey, including the rationality of the process design, the practicality of round content, the smoothness of round process, trainee engagement, and knowledge on the diseases involved. The results were compared with those of residents who received traditional bedside teaching rounds during the same period in 2022.Results:In the survey of satisfaction for the teaching rounds model combining DBL and SLS, 63 (88.73%) trainees were very satisfied with the rationality of the teaching round process design, trainee engagement, and knowledge on the diseases involved, 66 (92.96%) trainees were very satisfied with the practicality of the round content, and 64 (90.14%) trainees were very satisfied with the smoothness of the ward round process. Compared with the traditional bedside teaching rounds, the above five aspects of satisfaction were significantly improved ( P=0.022, P=0.023, P=0.003, P=0.019, P=0.025). Conclusions:The novel ophthalmology teaching rounds model combining DBL and SLS can be effectively integrated into the diagnosis and treatment processes in the day ward. The resident trainees showed high satisfaction with this model. This is an innovative teaching model well-suited for the operation of ophthalmology day wards.

ObjectiveFundus imaging and fluorescein angiography were used to investigate the effect of apoA1 on the growth of retinal blood vessels under physiological environment and hypoxia state. MethodsUnder normal physiological conditions， by comparing apoA1 ^{+ / +} mice and apoA1 ^{- / -} mice with C57 / BL6J mice， experiments in vivo were conducted at the end of the day 17 （infancy）， 8 weeks and 20 weeks， respectively， including： ① mice fundus photography （to observe vascular morphology） and ② fundus fluorescein angiography （FFA） （to observe vascular leakage， and to analyze average retinal vascular density， porosity and numbers of junction points）. Their OIR models were prepared respectively for experiments with fundus photography and FFA. ResultsUnder constant oxygen， fundus photography showed that the retinal blood vessels of the three kinds of mice were similar at different stages； FFA suggested that the capillary distribution of the three kinds of mice was uniform at different stages， and there was no obvious perfusion area and fluorescein leakage. There was no statistical difference between groups （P_{vascular density} =0.59 > 0.05， P_porosity =0.52 > 0.05）； Under hypoxia state， fundus photography showed that the main retinal vessels were obviously tortuous and dilated； FFA showed that all three groups had venous beaded changes， uneven capillary distribution， but no perfusion area and fluorescein leakage. Analysis of vascular density， porosity， and number of connection points showed there were significant differences between groups （P_{vascular density} =0.001 6 < 0.01， P_porosity =0.001 9 < 0.01， P_{number of connection points} =0.001 3< 0.01）. ConclusionsUnder physiological conditions， the expression level of apoA1 gene has no effect on retinal vascular growth. Under hypoxia state， increased apoA1 expression might reduce retinal nonperfusion area and reduce fluorescein leakage.