Abstract Purpose: This study aims to explore an efficient teaching method in ophthalmology that follows present policies by applying Total Quality Management (TQM), using an online platform DingTalk in standardized training of ophthalmic residents. Methods: The research team, based at Zhongshan Ophthalmic Center, selected 82 first-year residents undergoing standardized training of ophthalmic residents as participants, randomly allocating them into two groups. The experimental group consisting of 41 trainees received TQM-modeled online learning via the DingTalk platform，adopting a management model of full participation, full process tracking, and comprehensive evaluation to ensure teaching quality. While the control group, also comprising 41 trainees, underwent traditional offline instruction. The TQM group engaged in live streaming lectures on the DingTalk platform, whereas the conventional group continued with face-to-face teaching in classroom. Data including pre- and post-teaching scores, as well as scores from satisfaction surveys are analyzed. Results: Comparing pre- and post-teaching scores, significant statistical differences were found between the TQM and traditional groups, with mean score improvements of (35.38±1.44) points and (30.93±3.19) points, respectively, indicating statistical significance (P=0.013). Furthermore, the questionnaire survey revealed that the TQM group scored higher than the traditional group in aspects such as course design, clinical relevance, content mastery, and instructor satisfaction. In addition, the questionnaire survey showed that there was no statistically significant difference in the total satisfaction score between the two groups (9.85 ± 0.55 points vs. 9.37 ± 1.01 points P=0.009), but in terms of mastery of satisfaction sub items, the TQM model group scored higher than the traditional model group (4.84 ± 0.12 points vs. 4.48 ± 0.80 points, P=0.007). Conclusion: The application of a TQM-based model on the DingTalk platform significantly enhances the teaching quality and student satisfaction in the residency training of ophthalmologists, demonstrating greater pedagogical advantages over traditional methods. This innovative and practical teaching reform approach thus provides a promising solution for standardized residency training in ophthalmology, and holds considerable importance for nurturing highly competent ophthalmologists who can meet the demands of the current era.

Objective To enhance the overall clinical thinking ability, we aimed to establish the LRC Stepwise Collaborative Learning Model (LRC Model) in ophthalmology training. Methods The LRC Model, centered around diseases, integrates three daily teaching activities including lectures, teaching rounds, and case discussions. Employing a progressive teaching approach, modular teaching activities were designed to meet the training requirements that seamlessly integrate student satisfaction and teaching quality. To explore its effectiveness, a quantitative analysis was conducted from April 2023 to January 2024, involving 47 ophthalmology resident physicians. Results The implementation of the LRC Stepwise Collaborative Learning Model resulted in a significant improvement in the average scores of resident physicians from pre-training [(48.08±5.67) points] to post-training [(92.31±7.10) points], with statistical significance (P<0.01). A questionnaire survey covering course design, clinical utility, content mastery, and teacher satisfaction was conducted, with each dimension rated on a scale of 5, totaling 20 points. Results indicated high satisfaction among residents for lectures [(19.65±1.09) points], teaching rounds [(19.35±1.55) points], and case discussions [(19.00±1.76) points]. Conclusion: The LRC Stepwise Collaborative Learning Model, as a new training system for residency education, has been recognized by ophthalmology resident physicians. It facilitates the overall improvement of clinical thinking, contributes to competency development, and provides valuable insights for the design and implementation of future teaching models.

Abstract: Four challenging and unusual retinal cases: (I) 11-year follow-up for retinal hemangioblastoma with von Hippel-Lindau (VHL) disease; (II) treatment for central serous chorioretinopathy (CSC)—observation, half does photodynamic therapy (PDT) or micropulse laser photocoagulation; (III) diagnosis and treatment for a child with optic nerve defect; (IV) the optional treatment for retinal detachment (RD) with iridolenticular choroidal coloboma, were presented and discussed by three international retinal specialists at a retinal clinical round in Fundus Diseases Center of Zhongshan Ophthalmic Center (ZOC). The discussion helps us a better understanding of the pathogenesis and managements of these four retinal diseases and their association with systemic conditions.