目的：探讨复合小梁切除术后并发浅前房的原因、治疗和预后情况。

方法：对在该院行复合小梁切除术的 267 例（302 眼）青光眼患者进行回顾性研究 ，观察术后浅前房的发生原因、治疗、预后情 况。

结果：302 眼中有 43 眼出现浅前房（1424％）。 术后滤过过强、滤过口渗漏，脉络膜脱离及睫状环阻滞是浅前房的主要原因，浅前房发生后给予保守或手术治疗，43 眼前房均恢复正常。

结论：复合小梁切除术后浅前房是常见的一种并发症。术中控制滤过率，合理应用丝裂霉素可减少浅前房的发生；术后密切观测前房、眼压和滤过情况，及早对浅前房进行干预可明显改善预后。

Purpose: To investigate the clinical cause, therapy and prognosis of shallow anterior chamber after complex trabeculectomy surgery of glaucoma.

Methods: A retrospective study of 267 patients (302 eyes) diagnosed with glaucoma at our hospital was reviewed.

Result: Forty-three among 302 eyes presented shallow anterior chamber (14.24%). The main causes of shallow anterior chamber after surgery included excessive filtering function, conjunctival exudation, choroidal detachment and ciliary circle block. These patients recovered after receiving conservative or surgical treatment.

Conclusions: The shallow anterior chamber is a frequent complication occurring following complex trabeculectomy surgery. The occurrence of this complication may be decreased by controlling filterableness and moderately applying mitomycin C intraoperatively; the prognosis may be significantly enhanced by detecting main measurements including anterior chamber, intraocular tension, filtration condition, and by interfering in shallow anterior chamber early after complex trabeculectomy surgery.

目的：探讨眼科临床指南结合团队式学习(team-based learning,TBL)教学课程在眼科住院医师规范化培训中的应用及教学效果。方法：本研究选取2022年1月—2023年6月在广州医科大学附属第一医院眼科进行住院医师规范化培训的15名住院医师作为研究对象，先后交替使用自学讲课、TBL教学这两种教学模式进行眼科临床指南学习，通过填写满意度调查问卷及评估出科考通过率、学业水平测试成绩、结业考通过率，从主观及客观角度探讨临床指南结合TBL学习模式的教学效果。结果：住院医师对增加眼科临床指南学习具有较高评价，且不认为会增加其学习负担。开展指南学习后，住院医师出科考试及格率、学业水平测试通过率、结业考通过率均为100%。在培养团队合作能力、改善学习氛围两方面，TBL讲课的满意度均高于自学讲课(均P＜0.001)。93.3%(14/15)的住院医师更喜欢TBL教学模式。结论：眼科临床指南结合TBL教学是一种有效的教学模式，住院医师在主观满意度调查问卷及客观考试成绩的评估中，均达到满意的教学效果。

Objective: To investigate the application and teaching effect of clinical guidelines combined with team based learning(TBL) teaching courses in standardized training for ophthalmic residents. Methods: 15 residents who received standardized training in the ophthalmology department of the First Affiliated Hospital of Guangzhou Medical University were recruited from January 2022 to June 2023. Self-study teaching and TBL teaching were successively applied to teach the clinical guidelines of ophthalmology. The subjective and objective teaching effects were evaluated by satisfaction questionnaire, passing rate of phase examination, achievement of academic proficiency test and passing rate of final examination. Results: The clinical guidelines enjoy the high opinion in the residents, and would not be strengthen their learning burden. After the residents studied clinical guidelines, their passing rate of the phase exam, academic proficiency test and final examination were all 100%. In terms of cultivating teamwork ability and study atmosphere, the satisfaction of TBL lectures was significantly higher than that of self-study lectures (P< 0.001). 93.3% (14/15) of the residents preferred TBL lectures. Conclusions: The combination of ophthalmology clinical guidelines and TBL teaching was proved to be an effective teaching model. The residents achieved excellent teaching results in the subjective satisfaction questionnaire and objective examination scores.