目的：调查八年制临床医学生对眼科学直播课堂的满意度及教学效果。方法：基于八年制临床医 学生的直播课堂教学体验视角，进行问卷调查、课堂测验及课程考试，问卷内容包括调查对象基 本情况、直播课堂教学评价及满意度3个部分。采用SPSS 20.0统计学软件进行数据分析。结果：共 92名学生完成了问卷调查，男37名，女55名，年龄为(22.9±0.71)岁。课堂内容、课堂资源、平台设 计、平台技术及学习交流5个纬度的得分为40.60±4.582、17.43±2.814、13.07±1.759、13.14±2.052、 20.82±2.685；其中，与线下课堂交流相似性、学习交流积极性2个子条目的得分最低，分别为 3.42±1.131、3.85±0.864，这二者具有相关性(r=0.276，P=0.008)。直播课堂满意度的总得分为 13.52±1.872，课堂内容对其有显著影响(P<0.001)，标准化回归系数为0.687。相较于课前测验，课 测验成绩(65.9±11.4分)的提升差异具有统计学意义(P=0.033)；但是与2013级相比，2015级学生的 课程考试成绩(72.6±7.0分)降低，差异有统计学意义(P=0.009)。结论：课堂内容对直播课堂教学满 意度具有重要影响，需要注意直播课堂与线下课堂交流方式的差异，改进学习交流的参与积极性， 以提升教学效果。

Objective: To investigate the satisfaction and teaching effect of 8-year program medical students in live-streamed classroom on ophthalmology. Methods Based on teaching experience of live-streamed classroofrom the perspective of the 8-year program medical students, a questionnaire survey, classroom tests and course examination were conducted. The content of the questionnaire includes 3 parts: the basic information of the respondents, evaluation of live-streamed classroom teaching and its satisfaction. The SPSS 20.0 statistical software was used for data analysis. Results: A total of 92 students completed the questionnaire survey, including 37 males and 55 females, aged (22.9±0.71) years. The sores of content, resource, platform design, platform technology and learning communication of live-streamed classroom were 40.60±4.582, 17.43±2.814, 13.07±1.759, 13.14±2.052 and 20.82±2.685, respectively. Among all items, the scores of the similarity of offline classroom communication styles and enthusiasm for communication were lowest, with the points of 3.42±1.131 and 3.85±0.864, respectively, and the correlation of the two items were statistically significant (correlation coefficient =0.276, P=0.008). The total score of the live-streamed classroom satisfaction was 13.52±1.872. The classroom content has a significant effect on the satisfaction of the live-streamed classroom (P<0.001), and the standardized regression coefficient is 0.687. Compared with the pre-class test, the post-class test score was 65.9±11.4, with a statistically significant improvement (P=0.033); however, compared with grade 2013, the course test score of the students of grade 2015 was 72.6±7.0, with a statistically significant reduction (P=0.009). Conclusion: The classroom content has an important impact on the satisfaction of live-streamed classroom teaching. It is necessary to pay attention to the communication difference between live -streamed classroom and offline classroom settings, and improve the enthusiasm for participation in the study communication, in order to improve the effectiveness of teaching. 

目的：对兰州市中小学生的屈光状态进行调查分析，了解兰州市中小学生筛查性屈光不正的流行病学特征。方法：采用横断面研究方法，用随机分层抽样法抽取2021年4至12月在甘肃省兰州市47所学校的中小学生作为调查对象。以学校为单位，采用国际标准视力表检查视力，采用非睫状肌麻痹的电脑自动验光仪进行屈光检查。裸眼视力<0.8为视力低下，具体分为：近视为等效球镜度≥–0.75 DS；远视为等效球镜度≥+2.00 DS；散光为柱镜度≥1.00 DC；屈光参差为双眼屈光度数差值(等效球镜度)≥1.00 DS。比较不同年级不同屈光状态人数所占的百分比。结果：共纳入40 302人，其中男21 328人，女18 974人；汉族37 938人，少数民族2364人。小学、初中、高中各26 122、9346和4834人。视力低下的总检出率为59.1%(23 832/40 302)，小学、初中和高中年级视力低下的检出率分别为48.8%(12 748/26 122)，76.9%(7 189/9 346)和87.9%(4 250/4 834)。近视的总检出率为63.3%(25 521/40 302)，其中，小学、初中和高中筛查性近视的检出率分别为51.4%(13 438/26 122)，84.4%(7 888/9 346)和86.8%(4 195/4 834)。筛查性视力低下、远视、近视、散光及屈光参差的检出率在低中高年级间比较差异均有统计学意义(均P<0.001)。结论：兰州市中小学生视力低下和近视人群的检出率高于国家平均水平，且随着年级的增加检出率逐渐升高。

Objective: To investigate and analyze the refractive status of primary and secondary school students in Lanzhou City, and to understand the epidemiological characteristics of screening refractive errors among primary and secondary school students in Lanzhou City. Methods: Using the cross-sectional research method, primary and secondary school students from 47 schools in Lanzhou City, Gansu Province from April to December 2021 were selected as survey subjects by random stratified sampling method. Taking school as a unit, international standard visual acuity chart was used to check the eyesight and non-cycloplegia computerized autorefractor was used for refractive examination. Visual acuity ≥5.0 is considered normal; whereas visual acuity <4.8 is considered as poor vision. Poor vision is further divided into: short-sightedness with myopic spherical equivalent ≥0.75 DS; long-sightedness with telephoto spherical equivalent ≥+2.00 DS; astigmatism with cylinder mirror equivalent ≥1.00 DC; anisometropia with the difference of diopters between the two eyes (spherical equivalent) ≥1.00 DS. The percentage of the survey subjects with different refractive status in different grades were compared. Results: A total of 40 302 subjects were enrolled, including 21 328 males and 18 974 females. There were 37 938 Han and 2 364 ethnic minorities; 26 122 elementary, 9 346 middle and 4 834 high schools. The total detection rate of low visual acuity was 59.1% (23 832/40 302), and 48.8% (12 748/26 122) in primary school, junior middle school and senior high school, 76.9% (7 189/9 346) and 87.9% (4 250/4 834), respectively. The total detection rate of myopia was 63.3% (25 521/40 302), among which, the detection rate of screening myopia in primary school, middle school and high school was 51.4% (13 438/26 122), 84.4% (7 888/9 346) and 86.8% (4 195/4 834), respectively. The detection rates of screening low visual acuity, hyperopia, myopia, astigmatism and anisometropia were statistically significant in low, middle and high grades (all P<0.001). Conclusion: The detection rate of low vision and myopia among primary and secondary school students in Lanzhou is higher than the national average, and the detection rate increases gradually with the increase of grades.

目的：了解汕头地区城乡中小学生隐性斜视的患病现况，为防治斜视提供依据。方法：横断面研究，随机整群抽样调查。在汕头地区调查9所城乡中小学校，共7 537人。眼位检查采用33 cm角膜映光法，视远视近遮盖去遮盖与交替遮盖法；记录检查结果并按年级、城乡、不同类型眼位等特征进行归类，统计学方法分析总结。结果：完成调查人数共7 464人，其中男女分别为3 928和 3 536人，平均年龄11岁；本调查人群内、外隐斜视患病率分别为3.08%和60.65%，小学生内隐斜视率高于初中、高中学生内隐斜视率(P<0.001)；高中学生外隐斜视率高于小学、初中学生外隐斜视率(P<0.001)，特别是以高三年级学生外斜视率最高；农村学生的内、外隐斜视率均高于城市学生(P<0.05)；logistic回归模型显示隐斜视率与年龄、性别无明显相关性。结论：首次报道了国内学生 中隐性斜视的分布特点，即内隐性斜视以小学生多，外隐斜视以高中生多，农村学生的隐斜率高于城市学生，可能与中国学生的屈光发育状态有关。

Objective: To investigate the prevalence of heterophoria among urban and rural students in Shantou City of Guangdong Province, China. Methods: Cluster sampling was used in randomly selecting 7 537 students from 9 schools in Shantou City. Ocular alignment was assessed by using the Hirschberg light reflex and cover test. Cover testing was performed by using fixation targets at both distance (6 m) and near (30 cm). Statistical analyses were performed using SPSS statistical software to investigate the association of age, grades and schools and different types of strabismus. Results: A total of 7 464 students were examined  (participation rate was 99.03%), including 3 928 boys and 3 536 girls, mean age 11 years. The prevalence of esophoria and exophoria were3.08% and 60.65%. Esophoria prevalence of primary school students have the signiffcant difference (P<0.001) contrast with middle school students and high school students. And prevalence of exophoria was highest in high school students and significantly higher than middle and primary school students respectively (P<0.001). Heterophoria was more prevalent in rural school students than urban school students(P<0.05). Multivariate logistic regression model indicated that the prevalence of heterophoria had no significant correlation with grades and ages. Conclusion: This survey first reported the prevalence of heterophoria in China. The prevalence of esophoria appears to be higher in primary students and exophoria was highest in high school students; Prevalence of Heterophoria in the population of this survey generally showed higher in rural school students than urban areas. These may be associated with refraction in Chinese students. 

目的：通过三棱镜融合储备力试验检查了解正常青少年的双眼水平融像性聚散范围。方法：横断面研究，随机分层整群抽样调查。在汕头地区调查9所城乡中小学校，共7 537人。从体检学生中抽取双眼正常学生4 012名，用排状三棱镜检查双眼近距水平聚散力，在融像破裂点记录三棱镜度数。按集合与散开、年龄、性别等因素对结果作分层统计分析。结果：总体检人数7 464人，其中双眼祼眼视力≥0.8为4 012人，占体检人数的53.75%；研究对象的双眼散开运动范围平均为15.87△±10.74△，双眼集合运动范围平均为26.41△±12.04△；4~8岁组及9~11岁组的双眼集合与散开运动范围均高于12~20岁组，差异有统计学意义(P<0.05)；女性的双眼集合能力高于男性。结论：在本调查人群中，双眼集合运动的储备力高于散开运动；年龄越小，双眼异向运动的储备力越强。

Objective: To investigate the fusional range by using prism bar among students in Shantou City of Guangdong Province, China. Methods: This was a cross-sectional study that included 4 012 normal eye subjects among randomly selected 7 537 students aged 6 to 19 years from 9 schools in Shantou City. Horizontal fusional range measured with prism bar. Statistical analyses were performed using SPSS statistical software to investigate the association of age, gender, vergence and divergence. Results: A total of 7 464 students were examined, including 3 928 boys and 3 536 girls, mean age 11 years. The number of students with binocular vision ≥0.8 was 4 012, accounting for 53.75% of the number of fusional examination; the mean vergence range was 15.87△±10.74△, and the mean divergence range was 26.41△±12.04△. The vergence and divergence range group of 4 to 8 years and 9 to  11 years students was higher than the group of 12 to 20 years, the difference was statistically significant (P<0.05). The vergence range of female students was higher than that of male students. Conclusion: In this study, the vergence range is higher than divergence. With an increase in ages, the range of vergence and divergence decreases.

目的：探讨基于问题式教学法(problem-based learning，PBL)联合基于案例教学法(case-based learning，CBL)的模式在留学生眼科学教学中的效果。方法：将教学对象分为两组，其中传统教学组30人，联合教学组35人。传统教学组采用传统授课方法，联合教学组采用PBL联合CBL的教学方法。对其效果进行评估，评估指标包括发言次数、临床思维能力、学习兴趣、教学质量评分、教学满意度、理论分数、病例分析分数等。结果：与传统教学组相比，联合教学组学生在各项评估 指标上均明显优于传统教学组，且各项指标之间的差异均具有统计学意义。结论：PBL与CBL相结合的教学模式能有效提高眼科学教学质量，值得在临床教学中进一步推广应用。

Objective: To investigate the effect of problem-based learning (PBL) and case-based learning teaching (CBL) teaching approaches in the ophthalmology teaching of foreign students. Methods: The subjects were divided into a control group (30 students) and an experimental group (35 students). In the control group, the students were taught via traditional teaching methods. The PBL and CBL teaching approaches were applied in the experimental group. Then, the number of statements, clinical thinking ability, learning interest, teaching quality scores, teaching satisfaction, theoretical scores, and case analysis scores were assessed in these two groups. Results: Compared with the control group, the assessments in the experimental group were significantly better (P<0.05). Conclusion: The PBL and CBL teaching approaches can effectively improve the teaching quality of ophthalmology of foreign students. It is worth to popularize this method in clinical teaching.

目的：分析非散瞳状态下的小学生眼屈光状态。

方法：采用横断面调查设计，对城区小学生2046人 (4092眼) 进行电脑自动验光，数据采用 SPSS10.0 软件行统计分析。

结果：在4092眼中 ,正视眼1309眼 (32.0%)，远视眼170眼 (4.2%)，近视眼2613眼 (63.8%)。 其中低度近视2102眼 (51.4%)，中度近视464眼 (11.3%)，高度近视47眼 (1.1%)。 其中，男生1348眼近视 (61.2%)，女生1265眼近视 (67%)。6个年级中正视眼比例逐渐下降 , 1年级正视眼占 45.5%、6年级正视眼占19.2%。平均屈光度 (-1.32±1.60) D，小学六个年级屈光度比较差异有统计学意义 (P < 0.01)，其中女生的平均近视程度较男生重，男女屈光度比较差异有统计学意义 (P < 0.01)。小学6年间近视的进展为 -1.0 D，平均 -0.2 D/y。

结论：我国小学生近视情况严重 ，应予以重视 ，加强早期干预 。

Purpose: To observe the eyes' refractive status without cycloplegia in 2046 pupils.

Methods: The cross-sectional study was conducted in 2046 pupils of 4092 eyes in Xi‘an city primary schools. The objective ophthalmic examinations were done on all participants, which included non-cycloplegic objective refraction, visual acuity, ocular pressure, fundus evaluation by special trained ophthalmologists and nurses. The special designed inventory scale was filled in and input special computer program, then the data were statistically analyzed with SPSS10.0.

Results: In the primary school of 2046 pupils of 4092 eyes,  the detective rate of emmetropia was 32.0% of 1309 eyes, hypermetropia was 4.2% of 170 eyes, myopia was 63.8% of 2613 eyes, low myopia was 51.4% of 2102 eyes, moderate myopia was 11.3% of 464 eyes, and high myopia was 1.1% of 47 eyes in total. In both eyes, the detective rate was  61.2% of 1348 eyes in 2204 boys,  67% of 1265 in 1888 girls. Among 6 grades , the constituent ratio of moderate and high myopia groups were significantly increased with the age,s growing, including emmetropia 45.5% of 343 eyes out of 754 in 1^st grade and 19.2% of 122 eyes out of 634 in 6^th grade. The average refractive error of spherical equivalent refraction was (-1.32±1.60) D. Among 6 grades, the 1^st grade, was (0.82±1.42) D , and the 6^th grade’s was (-1.82±1.68) D, there were significant differences among 6 grades (P < 0.01). There was a significant difference between girls and boys (P < 0.01).  The average myopizing rate was -0.2 D per year, -1.0 D in the total of the progression in 6 years.

Conclusion: Poor condition of myopizing was showed in Chinese pupils. It should be taking seriously and making early intervention. 

目的：了解八年制医学生对全程导师的教学需求与满意度。方法：将中山大学八年制临床医学生分为低年级、高年级两组，均进行匿名线上问卷调查。分析问卷结果，并比较两组间的不同。结果：回收问卷352份。学生对导师个人“比较满意”占比高(低年级45.56% vs 高年级37.79%，P=0.087)，对全程导师制度“比较满意”占比高(低年级 36.67% vs 高年级33.14%，P=0.806)。对全程导师制度“很了解”与“比较了解”的学生在低年级中明显低于高年级的占比(16.67% vs77.91%，P<0.001)。低年级学生期待全程导师在职业规划、临床思维、科研思维、心理健康发挥较大影响的占比均高于高年级的实际评估(构成比4个方面均P<0.001，选择“有很大影响”及“比较有影响”在低、高年级占比分别为83.33% vs 36.63%，92.22% vs 29.07%，91.67% vs 31.39%，62.78% vs 38.37%)。结论：学生对全程导师个人及制度均较满意，但存在低年级对该制度了解少、师生联系少、导师实际作用低于学生预期、科研训练机会不足等问题。亟需完善全程导师制，推动临床医学高水平人才的培养。

Objective: To evaluate the teaching needs and satisfaction of the eight-year program medical students to the whole-course tutors. Methods: An anonymous online questionnaire survey was conducted among the eight-year program medical students at Sun Yat-sen University. All students were divided the junior group and the senior group, and the differences between the two groups were compared. Results: A total of 352 valid questionnaires were collected. The proportion of students who were fairly satisfied with their whole-course tutors was 45.56% in  the junior group and 37.79% in the senior group (P=0.087). The proportion of students who were fairly satisfied with the whole-course tutorial system was 36.67% in the junior group and 33.14% in the senior group (P=0.806). The proportion of students who “know well” and “know fairly well” about the whole-course tutorial system in the junior group was significantly lower than that in the senior group (16.67% vs 77.91%, P<0.001). The proportion of students in the junior group expecting their whole-course tutors “having a great impact” or “having some impact” on career planning, clinical thinking, scientific research thinking and mental health was significantly higher than that in the senior group (tests for proportions, all P<0.001, 83.33% vs 36.63%, 92.22% vs 29.07%, 91.67% vs 31.39%, 62.78% vs 38.37%). Conclusion: The eight-year program medical students are satisfied with their whole-course tutors and the whole-course tutorial system. However, some problems still exist, such as lower grade students lack of understanding of the whole-course tutorial system, insufficient contact between tutors and students, the actual influences of tutors failing to meet the students’ expectation, and insufficient opportunity of scientific research and training. It is urgent to improve the whole-course tutorial system and promote the cultivation of qualified medical talents.

目的：调查引导式教育训练对视力障碍学生生活质量的影响。方法：前瞻性随机对照临床研究。选取2020年在泉州特殊教育学校就读视力障碍学生，按照入组条件随机分为引导式教育训练组和对照组，引导式教育训练组进行引导式教育训练，对照组进行常规康复训练。采用中文版低视力者生活质量量表(Chinese-version low vision quality of life questionnaire，CLVQOL)评估视力障碍学生的基线和训练3个月的生活质量，并进行比较分析。结果：72例视力障碍学生全部完成了基线和随访时的生活质量问卷调查。进行基线检查时，各组CLVQOL评分总分差异无统计学意义(P>0.05)。3个月后，各组CLVQOL评分总分均增加，引导式教育训练组从基线59(48.5，80.5)上升到105(97.5，119.5)，差异有统计学意义(Z=?4.781，P<0.001)；对照组从基线69(56，85)上升到106(80，112)，差异有统计学意义(Z=?4.438，P<0.001)；引导式教育训练组在CLVQOL评分总分(P=0.021)及阅读和精细工作维度(P=0.004)、日常生活能力维度(P=0.003)的评分差值均高于对照组。结论：引导式教育训练是一种重要的低视力康复训练方法，可以明显提高患者的生活质量。

Objective: To investigate the effect of conductive education training on the quality of life in visually impaired students. Methods: It was a prospective randomized controlled trial. The visual impairment students who had registered in Quanzhou Special Education School in 2020 were selected and randomly divided into two groups: conductive education training group and control group. The conductive education training group received conductive education training, while the control group received routine rehabilitation training. Chinese version low vision quality of life questionnaire (CLVQOL) was used to assess the quality of life of low vision students at baseline and 3 months after training, and comparative analysis was conducted. Results: All 72 students with visual impairment completed CLVQOL surveys. At baseline, there was no significant difference in total CLVQOL scores between groups. After 3 months, overall CLVQOL scores increased in both groups, from baseline 59 (48.5, 80.5) to 105 (97.5, 119.5) in the conductive education group (Z=-4.781, P<0.001), and 69 (56, 85) to 106 (80, 112) in the control group (Z=-4.438, P<0.001). The total score of CLVQOL (P=0.021), reading and fine work subscale (P=0.004), and daily activities subscale (P<0.003) in the conductive education training group were higher than those in the control group. Conclusion: Conductive education training is an important method of low vision rehabilitation training, which can significantly improve the quality of life of patients.