目的：探讨“多元化二段式”教学模式在眼科学专业硕士研究生培养中的应用效果。

方法：选取32名2017届、2018届和2019届的眼科学专业硕士研究生，将每届研究生都随机均分为研究组和对照组(各16人)。研究组采用“多元化二段式”教学模式进行教学； 对照组采用传统教学模式进行教学。同组不同届研究生的教学内容相同，教学老师相同，教学时间为33mo的临床实践期，研究时间为2014～2019年，通过对研究组和对照组的眼科学专业硕士研究生的临床实践进行对比，从临床专业考核、科研能力考核、综合考核成绩、学生满意度及梦焦虑自评分数来分析“多元化二段式”教学模式与传统教学模式的不同。考试内容相同，评分标准统一。

结果：研究组满意度评分为101.38±6.29分，综合成绩84.22±4.58分，梦焦虑评分17.31±5.20分； 对照组满意度评分为59.13±9.61分，综合成绩75.72±5.14分，梦焦虑评分25.75±3.32分。研究组临床技能、科研创新、综合成绩的评分均高于对照组，而梦焦虑评分低于对照组(均P<0.05)。梦焦虑评分与教学模式满意度评分、学生满意度评分呈负相关(r=-0.746、-0.618，均P<0.05)。

结论：“多元化二段式”教学模式相较于传统教学模式提高了眼科学专业硕士研究生理论知识、科研创新、身心健康等的综合素质，是目前眼科学专业硕士研究生教学的最佳模式。

METHODS: A total of thirty-two master students of ophthalmology from 2017 to 2019 were randomly divided into 2 groups, 16 in each group. The study group used the “diversified two-stage” teaching mode; the control group used the traditional teaching mode. The teaching content of the same group of graduate students is the same, the teaching teachers are the same, the teaching period was 33mo of clinical practice, the research time is from 2014 to 2019, the differences between the two groups were compared in the clinical professional assessment, scientific research ability assessment, comprehensive assessment, student satisfaction and dream anxiety self-rating scores with the same examination content and the uniform scoring standard.

RESULTS: The average score of student satisfaction in the study group is(101.38±6.29), the comprehensive assessment is 84.22±4.58, and the dream anxiety score is 17.31±5.20. The average score of satisfaction in the control group is 59.13±9.61, the comprehensive assessment is 75.72±5.14, and the dream anxiety score is 25.75±3.32. The scores of clinical professional assessment, scientific research ability assessment and comprehensive assessment in the study group were higher than the control group, while the dream anxiety score was lower than the control group(both P<0.05). The dream anxiety score was negatively correlated with the teaching model satisfaction score and the student satisfaction score(r=-0.746, -0.618, both P<0.05).

CONCLUSION: The “diversified two-stage” teaching mode improves the comprehensive quality of master students' theoretical knowledge, scientific research innovation, physical and mental health. It is the best teaching mode for the master students in ophthalmology.