方法：前瞻性研究。纳入南京医科大学2020-2021学年眼视光学本科专业学生80人(2个班级)进行接触镜学授课，随机将其中一个班级(共40人，其中男18人，女22人)分为试验教学组，采用基于“HOPE”理念的翻转课堂、以问题为基础教学法(PBL)、以案例为基础教学法(CBL)等多模式教学，另一个班级(共40人，其中男19人，女21人)分为对照教学组，采用传统幻灯及口头讲授模式教学。通过平时考核、网络考核、理论考核、操作考核等形成性评价及学生问卷调查评估两种教学方法的教学效果。

结果：平时考核成绩比较，试验教学组16.46±2.19分高于对照教学组13.81±2.95分(t=6.36，P<0.01)； 网络考核成绩比较，试验教学组9.37±1.57分高于对照教学组7.21±1.46分(t=4.39，P=0.01)； 理论考核成绩比较，试验教学组40.41±3.48分高于对照教学组36.29±3.34分(t=9.25，P<0.01)； 操作考核成绩比较，试验教学组成绩18.22±2.69分高于对照教学组16.28±2.52分(t=3.25，P=0.02)； 总成绩比较，试验教学组总成绩84.46±5.26分高于对照教学组总成绩73.69±6.35分(t=11.26，P<0.01)。接触镜教学效果反馈问卷结果显示：学生对基于“HOPE”教学理念的多模式教学的满意度较高，认为在调动学习主动性、提高学习效率、培养临床思维能力、提高沟通表达能力等方面较传统教学组均有明显优势(均P<0.05)。

结论：基于“HOPE”理念的翻转课堂、PBL及CBL等多模式教学方法能够提高眼视光本科学生接触镜学综合学习成绩，同时提高学生学习主动性，增强学生参与感、获得感，促进学生全面发展。

METHODS: Prospective study. Two classes(totally 80 students)of 2018 grade major in optometry, Nanjing Medical University, were randomly selected as experimental group(40 students, 18 males, 22 females)using multi-mode teaching(including problem-based learning, case-based learning and flipped classroom),and control group(40 students, 19 males, 21 females)using traditional teaching mode. At the end of the course, the teaching effects were evaluated by usual performance, network examination, theory test, operation test and questionnaire.

RESULTS: The assessment result at ordinary times: the points of experiment group(16.46±2.19)points was higher than the control group(13.81±2.95)points(t=6.36, P<0.01); Network examination result: the points of experiment group(9.37±1.57)points was higher than the control group(7.21±1.46)points(t=4.39, P=0.01); Theory of the assessment result: the points of experiment group(40.41±3.48)points was higher than the control group(36.29±3.34)points(t=9.25, P<0.01); The assessment result of operation: the points of experiment group(18.22±2.69)was higher than the control group(16.28±2.52)(t=3.25, P=0.02); Total grade: the points of experiment group(84.46±5.26)was higher than the control group(73.69±6.35)(t=11.26,P<0.01). Contact lens teaching effect feedback questionnaire results showed that: students based on the concept of “HOPE” teaching mode were more satisfied than control group, and they think it had more advantages than traditional teaching group in learning initiative and improving teaching efficiency, cultivating clinical thinking ability, improving the communication power of expression(all P<0.05).

CONCLUSION: Multi-mode teaching(PBL, CBL and flipped classroom)steered by “HOPE” in the clinical teaching of contact lens can stimulate students'interest in learning, improve the quality of teaching and achieve better teaching effect.