To evaluate the effectiveness of a modified Peyton's four-step method in teaching orthokeratology skills.
Key Findings:
The experimental group scored significantly higher in lens cleaning, lens wearing, trial wear evaluation, and total scores (P < 0.05).
No significant difference was found in determining lens parameters between the two groups (P > 0.05).
The experimental group reported higher satisfaction in teaching arrangement, methods, interactive feedback, and participation (P < 0.05).
Interpretation:
The modified Peyton's four-step teaching method effectively enhances the training of basic orthokeratology skills and increases student satisfaction compared to traditional methods.
Limitations:
The study was limited to a single institution and a specific cohort of students.
The assessment was conducted only one week after training, which may not reflect long-term retention of skills.
Conclusion:
The modified Peyton's four-step teaching method shows promise for broader application in teaching orthokeratology skills, given its positive impact on skill acquisition and student satisfaction.
