Work

Kolb-Based Experiential Learning: Impact of Real-Patient Integration on Refraction Skills and Course Experience Among Undergraduate Optometry Students

Year: 2026

Type: article

Abstract: Purpose: The Refraction Technique course is central to optometric education, yet traditional teaching methods often fail to prepare students for real-world clinical complexity. Following traditional instruction, students underwent an experiential learning intervention that integrated real patients into the Refraction Technique course. Kolb's experiential learning theory provided a framework through a cyclical process of concrete experience, reflection, conceptualization, and experimentation. Patients and Methods: A longitudinal pre-post intervention study without a concurrent control group was conducted at a single-centre among 85 undergraduate optometry students in China. Following identical systematic theoretical training and supervised peer-simulation delivered by the same instructors, students participated in a Kolb-based experiential learning intervention. This involved performing a full subjective refraction examination on a screened, non-optometry student volunteer within 60 minutes, followed by structured small-group discussions and individual reflective reports requiring concrete action plans. Outcomes were measured in two domains: students' perceptions of their course experience, assessed with the Course Experience Questionnaire (CEQ), and clinical skill performance, assessed with a skill assessment. Both were administered before the intervention and after completion of the reflective reports. Results: After the intervention, students showed significant improvements in all CEQ dimensions (all p<0.001), including Overall Course Experience, Clear Goals and Standards, and Appropriate Learning Tasks. Skill assessment total scores also increased significantly (median: 81.00 to 87.00, p<0.001), with notable gains in procedural completeness/sequencing, standardization of instrument operation (p=0.004), communication clarity, and overall clinical competence (all p<0.001). The accuracy of examination results did not show a significant change (p=0.072). Conclusion: In this single-centre pre-post study, real-patient integration was associated with better course experience and clinical performance, though not examination accuracy. Campus volunteers offer a feasible, low-cost training resource, pending confirmation in controlled studies.

Source: Advances in Medical Education and Practice

DOI: 10.2147/amep.s646416

Authors: Luoming Huang, Yan Huang, Yinhe Chen

Institutions: Fujian Medical University, Quanzhou Women and Children's Hospital

Language: English

Topic: Innovations in Medical Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $2,320