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：该课题通过对纳入患者进行术前艾森克人格问卷调查及性别、年龄、文化程度、收入水平等 资料收集，与白内障术后1天、1月、3月的视觉满意度进行Logistic有序回归分析术后视觉满意度与人格特质等因素的关联性，以期以期探究患者植入非球面型人工晶体后视觉满意度与人格特质的关联，同时也可根据艾森克人格问卷评分对患者的预后视觉满意度进行必要术前告知沟通，降低术后预期值，提高视觉满意度，减少纠纷。方法：按照纳入标准筛选出年龄在40~84岁的112名患者，其中男性65例，女性47例。术前记录性别、年龄、收入水平及文化程度及森克人格问卷简式量表中国版(Eysenck Personality Questionnaire Revise Short Scale，EPQ-RSC)调查结果。由经验丰富的同一术者进行手术，随访并记录术后1天、1月、3月的视觉满意度。对视觉满意度进行描述性统计分析，并以不同人格特质(E、P、N、L量表所得T分)、年龄、性别、文化程度、收入水平作自变量，以视觉满意度(术后1天、1月、3月)作因变量用SPSS19做logistic有序回归分析。并将有统计学关联的因子不同组别 的视觉满意度行Kruskal Wallis分析(H检验)看组间是否存在统计学差异，若存在，再进行两两秩和检验予以比较。结果：术后1天、1月、3月总视觉满意度分别为90.18%、82.41%、90.18%。Logistic回归分析得出：术后1天，男性患者，属中间型E类人格的患者视觉满意度较高。术后1月，年龄在40~49岁， 属中间型E类人格，患者视觉满意度较高。术后3月，年龄在40~49岁，属中间型E类人格，患者视觉满意度较高。相关因素行H检验后只有E量表的P<0.05，存在统计学意义，对E组内的不同分组行两两 秩和检验后得出多组间存在统计学差异，典型外向型E类人格视觉满意度最高，中间型视觉满意度次之，倾向内、外向型E类人格视觉满意度均偏低，且倾向内向型视觉满意度最低。结论：白内障患者超声乳化术后1天、1月、3月的总体视觉满意度间存显著差异，术后1天视觉满意度较高，术后1月略有下降，而术后3月视觉满意度提高。术后3月不同E量表表型的视觉满意度间存在统计学差异。

目的：该课题通过对纳入患者进行术前艾森克人格问卷调查及性别、年龄、文化程度、收入水平等 资料收集，与白内障术后1天、1月、3月的视觉满意度进行Logistic有序回归分析术后视觉满意度与人格特质等因素的关联性，以期以期探究患者植入非球面型人工晶体后视觉满意度与人格特质的关联，同时也可根据艾森克人格问卷评分对患者的预后视觉满意度进行必要术前告知沟通，降低术后预期值，提高视觉满意度，减少纠纷。方法：按照纳入标准筛选出年龄在40~84岁的112名患者，其中男性65例，女性47例。术前记录性别、年龄、收入水平及文化程度及森克人格问卷简式量表中国版(Eysenck Personality Questionnaire Revise Short Scale，EPQ-RSC)调查结果。由经验丰富的同一术者进行手术，随访并记录术后1天、1月、3月的视觉满意度。对视觉满意度进行描述性统计分析，并以不同人格特质(E、P、N、L量表所得T分)、年龄、性别、文化程度、收入水平作自变量，以视觉满意度(术后1天、1月、3月)作因变量用SPSS19做logistic有序回归分析。并将有统计学关联的因子不同组别 的视觉满意度行Kruskal Wallis分析(H检验)看组间是否存在统计学差异，若存在，再进行两两秩和检验予以比较。结果：术后1天、1月、3月总视觉满意度分别为90.18%、82.41%、90.18%。Logistic回归分析得出：术后1天，男性患者，属中间型E类人格的患者视觉满意度较高。术后1月，年龄在40~49岁， 属中间型E类人格，患者视觉满意度较高。术后3月，年龄在40~49岁，属中间型E类人格，患者视觉满意度较高。相关因素行H检验后只有E量表的P<0.05，存在统计学意义，对E组内的不同分组行两两 秩和检验后得出多组间存在统计学差异，典型外向型E类人格视觉满意度最高，中间型视觉满意度次之，倾向内、外向型E类人格视觉满意度均偏低，且倾向内向型视觉满意度最低。结论：白内障患者超声乳化术后1天、1月、3月的总体视觉满意度间存显著差异，术后1天视觉满意度较高，术后1月略有下降，而术后3月视觉满意度提高。术后3月不同E量表表型的视觉满意度间存在统计学差异。

目的：调查临床医学5年制本科生对见习教学的满意度，并分析其影响因素。方法：采用匿名线上问卷调查，向中山大学2019级临床医学5年制4年级的结束所有临床科室见习的本科生发放见习满意度问卷。结果：共有75人完成了问卷调查。在最满意的见习课程中，眼科学见习满意度最高(39人，52%)，其次是外科学(18人，24%)和内科学(7人，9.33%)。教学满意度的影响因素综合得分排名前5位的选项分别是“A课程设置合理，临床见习重点突出”“B见习小课授课水平高”“C师资配备好，小组教学”“D临床资源丰富，利于见习教学”以及“E教学方法先进，方式灵活多样，新型教学形式丰富”。在选择排序第一(B 33.33%，A 25.86%，E 21.15%)和第二(E 26.92%，B 24.56%，A 24.14%)的影响因素时，前三位的选项均为A、B、E，学生对见习课程设置、见习小课水平和见习教学方式、方法非常重视。在学生从事眼科专业的意愿方面，5人(6.67%)表示非常愿意、32人(42.67%)表示有可能今后从事眼科专业，二者比例合计与眼科学获得最满意见习课程的比例非常接近。结论：见习课程设置、小课授课水平以及见习教学的方式、方法是见习教学满意度的重要影响因素。临床见习的满意度对学生的职业导向具有一定的影响。

Objective: To investigate the satisfaction of 5-year undergraduate students in clinical medicine with clerkship teaching and analyze its influencing factors. Methods: Anonymous online questionnaire survey was conducted. Satisfaction questionnaires were distributed to undergraduate students in the 4th year of the 5-year clinical medicine at Sun Yat- sen University who had completed clerkship in all clinical departments. Results: A total of 75 students completed the questionnaire survey. Among the most satisfactory clerkship courses, ophthalmology had the highest satisfaction rate (39 votes, 52%), followed by surgery (18 votes, 24%) and internal medicine (7 votes, 9.33%). Te top 5 options in terms of comprehensive scores for infuencing factors of teaching satisfaction are "A. Reasonable curriculum with prominent focuses", "B. High clerkship class teaching level", "C. Strong teaching staf", "D. Abundant clinical resources ", and "E. Advanced teaching methods ". When selecting the infuencing factors that rank frst (B 33.33%, A 25.86%, E 21.15%) and second (E 26.92%, B 24.56%, A 24.14%), the top three options are A, B, and E. Students atach great importance to the seting of clerkship courses, the level of clerkship courses, and the teaching methods. In terms of students' willingness to engage in ophthalmology, 5 students (6.67%) expressed great willingness, and 32 students (42.67%) expressed the possibility. Conclusions: Te seting of clerkship courses, the level of small class teaching, and the clerkship teaching method are important infuencing factors of clerkship satisfaction. Te satisfaction of clerkship has a certain impact on students' career selection.

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：探讨多元化宣教在提高眼科日间手术患者眼部用药正确率及满意度的应用效果。方法：采用便利抽样的方法，选取中山大学中山眼科中心2020年10至12月收治的200例眼科日间手术患者眼部用药的执行者为对象，将10至11月收治的100例日间手术患者眼部用药的执行者纳入对照组，将12月收治的100例日间手术患者眼部用药的执行者纳入试验组。对照组采取传统宣教方式，试验组应用多元化宣教模式进行健康教育。采用自制的健康教育需求调查表调查眼部用药执行者的健康教育需求，采用眼部用药执行评价表、健康宣教满意度调查表评价干预效果。结果：采用多元化宣教方式干预后，试验组患者眼部用药正确率(94%)高于对照组(35%)，差异具有统计学意义(P<0.05)。试验组对多元化宣教满意度得分明显高于对照组，差异具有统计学意义(P<0.05)。结论：多元化宣教模式可提高眼科日间手术患者眼部用药正确率，提高患者及家属的满意度，值得临床推广应用。

Objective: To explore the effect of diversified education on improving the accuracy and satisfaction of eye medication in patients undergoing ophthalmic ambulatory surgery. Methods: A total of 200 practitioners of administering eye medication after undergoing ambulatory surgery in Zhongshan Ophthalmic Center, Sun Yat-sen University from October to December 2020 were investigated by convenience sampling, 100 practitioners admitted from October to November were included in the control group, and 100 practitioners were included in the experimental group. The control group adopted the traditional method of education, while the experimental group applied diversified education mode to carry out health education. The health education needs of the patients were investigated by the self-made health education needs questionnaire, and the effect of intervention wasevaluated by the eye medication implementation evaluation form and health education satisfaction questionnaire. Results: After the intervention, the correct rate of eye medication in experimental group (94%) was higher than the control group (35%) with a statistical difference (P<0.05). The satisfaction score about diversified education in experimental group was significantly higher than the control group with a statistical difference (P<0.05).Conclusion: Diversified education model can improve the accuracy of administering eye medication in patientsundergoing ophthalmic ambulatory surgery, and the satisfaction in patients and their families is significantly improved. It is worthy of clinical application.