Objective:To develop a 3D-printed extraocular muscle teaching model and evaluate its teaching effect and learning experience among residents in standardized training.Methods:A total of 24 residents in standardized training who entered the Department of Ophthalmology, Peking Union Medical College Hospital from 2022 to 2024 were included, with 10, 7, and 7 residents in the first, second, and third grades, respectively. A simulated orbit and movable eyeball were constructed based on 3D printing technology. Tractionable elastic silicone bands were arranged on it to simulate healthy extraocular muscles, and non-elastic ropes were used to simulate diseased extraocular muscles. The model was applied in teaching rounds. Before and after the rounds, the residents were tested on basic knowledge (including diagnosis and judgment of surgical indications, with a full score of 40) and core knowledge (including judgment of mainly involved extraocular muscles and surgical design, with a full score of 60). Pearson correlation analysis was used to evaluate the correlation between the residents′ grades and their scores before the rounds, scores after the rounds, and score increments. A questionnaire survey (full score of 100) was conducted to assess their learning experience.Results:Before the teaching rounds, the average basic knowledge score of all residents was (21.0±7.5) and the core knowledge score was (11.3±7.7). These scores were positively correlated with the residents′ grades ( r=0.74, 0.69, all P<0.001) but generally low. After the teaching rounds, the basic knowledge score increased to (31.7±4.6), and the core knowledge score increased significantly to (48.5±3.8). There were no statistically significant differences in these scores among different grades ( P=0.22, P=0.83). The increments of basic knowledge and core knowledge scores decreased with the increase of residents′ grades, with statistically significant correlations ( r=-0.60, -0.65; P=0.002, P=0.001). The average scores of all residents in appearance, convenience, effectiveness, and total score were (18.2±1.1), (26.6±2.2), (40.0±4.0), and (84.8±5.0), respectively. There was no statistically significant correlation between these scores and the residents′ grades ( P=0.24, P=0.84, P=0.25, P=0.58). Suggestions for improving the current teaching model included: increasing the model size for long-distance viewing; enhancing the adhesion between silicone bands (simulating eye muscles) and the simulated eyeball; reducing the friction between the inner sphere and outer shell of the simulated eyeball to improve the model′s maneuverability and flexibility. Conclusions:The 3D-printed extraocular muscle teaching model can help residents of all grades quickly master the key and difficult points in learning restrictive strabismus caused by thyroid-associated ophthalmopathy. In clinical teaching of complex ocular diseases related to systemic diseases, constructing physical teaching models can effectively improve teaching effects and students′ learning experience.

Objective:To develop a 3D-printed extraocular muscle teaching model and evaluate its teaching effect and learning experience among residents in standardized training.Methods:A total of 24 residents in standardized training who entered the Department of Ophthalmology, Peking Union Medical College Hospital from 2022 to 2024 were included, with 10, 7, and 7 residents in the first, second, and third grades, respectively. A simulated orbit and movable eyeball were constructed based on 3D printing technology. Tractionable elastic silicone bands were arranged on it to simulate healthy extraocular muscles, and non-elastic ropes were used to simulate diseased extraocular muscles. The model was applied in teaching rounds. Before and after the rounds, the residents were tested on basic knowledge (including diagnosis and judgment of surgical indications, with a full score of 40) and core knowledge (including judgment of mainly involved extraocular muscles and surgical design, with a full score of 60). Pearson correlation analysis was used to evaluate the correlation between the residents′ grades and their scores before the rounds, scores after the rounds, and score increments. A questionnaire survey (full score of 100) was conducted to assess their learning experience.Results:Before the teaching rounds, the average basic knowledge score of all residents was (21.0±7.5) and the core knowledge score was (11.3±7.7). These scores were positively correlated with the residents′ grades ( r=0.74, 0.69, all P<0.001) but generally low. After the teaching rounds, the basic knowledge score increased to (31.7±4.6), and the core knowledge score increased significantly to (48.5±3.8). There were no statistically significant differences in these scores among different grades ( P=0.22, P=0.83). The increments of basic knowledge and core knowledge scores decreased with the increase of residents′ grades, with statistically significant correlations ( r=-0.60, -0.65; P=0.002, P=0.001). The average scores of all residents in appearance, convenience, effectiveness, and total score were (18.2±1.1), (26.6±2.2), (40.0±4.0), and (84.8±5.0), respectively. There was no statistically significant correlation between these scores and the residents′ grades ( P=0.24, P=0.84, P=0.25, P=0.58). Suggestions for improving the current teaching model included: increasing the model size for long-distance viewing; enhancing the adhesion between silicone bands (simulating eye muscles) and the simulated eyeball; reducing the friction between the inner sphere and outer shell of the simulated eyeball to improve the model′s maneuverability and flexibility. Conclusions:The 3D-printed extraocular muscle teaching model can help residents of all grades quickly master the key and difficult points in learning restrictive strabismus caused by thyroid-associated ophthalmopathy. In clinical teaching of complex ocular diseases related to systemic diseases, constructing physical teaching models can effectively improve teaching effects and students′ learning experience.