Kolb-Based Experiential Learning: Impact of Real-Patient Integration on Refraction Skills and Course Experience Among Undergraduate Optometry Students
- 1Department of Ophthalmology and Optometry, The School of Medical Technology and Engineering, Fujian Medical University, Fuzhou, Fujian Province, 350000, People’s Republic of China
- 2Department of Ophthalmology, Quanzhou Maternity and Children’s Hospital, Quanzhou, Fujian Province, 362000, People’s Republic of China
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.
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BibTeX
@article{huang2026kolbbased,
title = {{Kolb-Based Experiential Learning: Impact of Real-Patient Integration on Refraction Skills and Course Experience Among Undergraduate Optometry Students}},
author = {Luoming Huang and Yan Huang and Yinhe Chen},
journal = {Advances in Medical Education and Practice},
year = {2026},
month = oct,
doi = {10.2147/amep.s646416},
url = {https://doi.org/10.2147/amep.s646416},
note = {CC BY-NC 4.0},
}
RIS
TY - JOUR
TI - Kolb-Based Experiential Learning: Impact of Real-Patient Integration on Refraction Skills and Course Experience Among Undergraduate Optometry Students
AU - Luoming Huang
AU - Yan Huang
AU - Yinhe Chen
PY - 2026
DA - 2026/10/30
JO - Advances in Medical Education and Practice
DO - 10.2147/amep.s646416
UR - https://doi.org/10.2147/amep.s646416
AB - 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.
SN - 1179-7258
ER -