AIM:To investigate the application of multi-mode teaching steered by “HOPE” in the clinical teaching of contact lens.

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.