Preliminary exploration and evaluation of video-based feedback for orthokeratology lens fitting: a pilot study.

BACKGROUND

To evaluate the application effect of the video-based feedback teaching method in the practical teaching of orthokeratology lens fitting.

METHODS

Twenty-three optometry interns were assigned via stratified randomization to an experimental group (video-based feedback, n = 12) and a control group (traditional verbal feedback, n = 11). Both groups received identical theoretical lectures led by the same instructor. The experimental group’s practice sessions were video recorded with structured feedback provided. Assessments included theoretical examinations, practical skill assessments and questionnaires. Independent sample t-tests and Mann–Whitney U tests were used to compare theoretical examination scores, practical skill assessments, and questionnaire results between the two groups to evaluate the teaching effectiveness. Theoretical examinations tested cognitive understanding of orthokeratology principles. Practical skills were evaluated using standardized assessments focusing on fluorescence evaluation techniques. Students completed questionnaires assessing course experience and metacognitive awareness.

RESULTS

Theoretical knowledge scores showed no significant difference between groups (P = 0.060); however, the experimental group achieved a significantly higher pass rate (100.0% vs. 45.5%, Fisher’s exact test, P = 0.004). The experimental group achieved significantly higher practical skills scores (90.33 ± 6.29 vs. 81.91 ± 7.94; P = 0.010), particularly in static fluorescence evaluation (median 32, IQR: 29.5–36 vs. median 30, IQR: 21–32; P = 0.027) and dynamic fluorescence evaluation (median 14, IQR: 12–14 vs. median 10, IQR: 7–12; P = 0.004). The experimental group also demonstrated significantly higher satisfaction in self-awareness of performance (P = 0.048), perceived course helpfulness (P = 0.014), detail of practical demonstration (P = 0.008), and timeliness of instructor guidance (P = 0.019).

CONCLUSION

This pilot study provides preliminary evidence that video-based feedback effectively enhances orthokeratology fitting skills and promotes reflective learning, offering a practical approach for clinical skills education in optometry. Future studies with larger sample sizes and long-term follow-up are warranted.