{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T06:12:35Z","timestamp":1788415955539,"version":"build-2803163510"},"reference-count":21,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T00:00:00Z","timestamp":1788393600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Med."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Ocular anatomy is difficult to teach due to complex three-dimensional relationships. Traditional two-dimensional methods limit comprehension, while virtual simulation is often unavailable in underdeveloped regions. The \u201cHand as Foot\u201d teaching method uses hand gestures to simulate anatomical structures and has been effective in other disciplines. This study introduces this method into ocular anatomy teaching to address three core obstacles: layered wall structure, dynamic circulation\/lens accommodation, and retinal functional mapping.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      We introduced the \u201cHand as Foot\u201d teaching method into an ocular anatomy course at a medical university in northern China. A total of 91 students participated: 45 in the control group and 46 in the intervention group. The intervention group learned key features (eyeball wall layers, aqueous humor circulation, retinal imaging) using this method. Learning outcomes were assessed by theoretical knowledge test, clinical skills assessment, and satisfaction questionnaire. Results No significant baseline differences existed between groups. The intervention group scored significantly higher than the control group on the theoretical knowledge test (90.04 \u00b1 5.00 vs. 85.84 \u00b1 6.13;\n                      <jats:italic>p<\/jats:italic>\n                      = 0.001) and the clinical skills assessment (87.28 \u00b1 3.16 vs. 84.93 \u00b1 4.03;\n                      <jats:italic>p<\/jats:italic>\n                      = 0.003). Overall teaching satisfaction was 91.3% in the intervention group vs. 73.33% in the control group (\n                      <jats:italic>p<\/jats:italic>\n                      = 0.024).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The \u201cHand as Foot\u201d teaching method is easy to implement, and achieved higher scores in both theoretical understanding and clinical skills in ocular anatomy. It provides a practical, engaging alternative for ophthalmic anatomy education, particularly in resource-limited settings.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fmed.2026.1883947","type":"journal-article","created":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T05:15:00Z","timestamp":1788412500000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The \u201cHand as Foot\u201d teaching method for ocular anatomy: an embodied learning approach"],"prefix":"10.3389","volume":"13","author":[{"given":"Muge","family":"Qi","sequence":"first","affiliation":[{"name":"The Affiliated Hospital of Inner Mongolia Medical University","place":["Hohhot, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xianrong","family":"Yang","sequence":"additional","affiliation":[{"name":"The Affiliated Hospital of Inner Mongolia Medical University","place":["Hohhot, 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