AIM: To explore the effect of the improved four-stage teaching mode in the teaching process of optometry.

METHODS: Totally 109 students majoring in Ophthalmic Optics in our college in 2016 were selected as the subjects of study. Taking the mid-term results of optometry as the reference of baseline results. The control group adopted the traditional teaching mode, while the experimental group adopted the improved four-stage teaching model. Achievements in the final optometry examination, satisfaction of students with the teaching of optometry and self-evaluation were compared between the two groups.

RESULTS: There was no significant difference among the three final grades(basic theory of optometry, experimental skills and clinical case analysis)and the baseline scores in the control group(P>0.05). Compared with the baseline scores, the final scores of the three items in the experimental group were significantly improved, and the difference was statistically significant(P<0.05). The final scores of the two groups were compared(P<0.05). The satisfaction with the teaching process and results of optometry course and the improvement of self-evaluation ability of the two groups were significantly higher than those of the control group(P<0.05).

CONCLUSION: Four-stage teaching can effectively improve the effect of optometry teaching for students majoring in Ophthalmic Optics, which can make students adapt to clinical work faster and more effectively.