A Comparative Evaluation of Student Perceptions of Binocular Loupes and Torchlights in Ophthalmology Skills Training for Undergraduate Medical Students: A Crossover Trial Employing a Mixed-Methods Approach

Introduction The Competency-Based Medical Education (CBME) framework in India prioritizes clinical skill acquisition in undergraduate training. Torchlight examination is traditionally used in ophthalmology education, while binocular loupes, offering magnification and stereopsis, may enhance learning. Their effectiveness at the undergraduate level has yet to be systematically compared. Methods Third-year MBBS students underwent interactive teaching sessions and were randomly assigned to two groups. Group A performed anterior chamber examination with a torchlight; Group B used a binocular loupe. Groups then exchanged tools. Students and facilitators completed structured Likert-scale questionnaires and provided open-ended feedback, analyzed thematically. Results Both modalities were positively received. Torchlight training led to 90% of students affirming improved confidence and skill transfer, most rating the sessions as good or excellent. Binocular loupe training was rated similarly, with 90% reporting confidence and skill enhancement, and 95.7% rating session quality as good. Comparative analysis revealed binocular loupes were considered more interesting (75.4%) and easier for learning (62.3%), with 37.7% finding them handier, though responses on convenience varied. Conclusion Torchlight and binocular loupe training each contributed to clinical skill advancement; however, students favoured binocular loupes for interest and ease of learning. Their inclusion, alongside torchlight, could increase engagement and strengthen ophthalmology training in undergraduate curricula.