目的：分析眼视光学生对《角膜接触镜》课程三种教学模式的满意度，并为今后提高教学质量提供建议和意见。

方法：2021年6月在天津医科大学眼视光学院使用教学效果评价问卷(SEEQ)进行调查。调查结果采用描述性统计分析，单因素方差分析以确定三种模式之间总得分的差异。

结果：共收集到有效问卷221份，其中男生87人(39.4%)，女生134人(60.6%)。线下、线上和混合教学的总分分别为151.46(12.45)、148.71(13.14)和147.97(14.56)，差异无统计学意义(F=1.10，P=0.33)。在线下教学中，学生与教师的互动时间比线上教学和混合教学中长(P=0.03)。不同性别和学习成绩的学生对三种不同的教学模式评分差异无统计学意义(P=0.33，P=0.91)。此外，18.1%的学生建议应增加实验时间。

结论：眼视光学生对所有三种不同教学模式均满意。然而，与线上教学和混合式教学相比，在传统教学中学生与教师互动时间更长。教师需要更多时间来提高线上教学能力。

METHODS: We conducted a survey at Tianjin Medical University in June 2021 using the Students' Evaluations of Educational Quality(SEEQ)questionnaire. We used descriptive statistics to analyze SEEQ items and the One-way ANOVA was used to determine differences in scores among the three modes.

RESULTS: Among the 221 valid responses collected, 87(39.4%)respondents were males and 134(60.6%)were females. The total scores were 151.46(12.45), 148.71(13.14), and 147.97(14.56)for offline, online, and blended teaching, respectively, with no significant difference(F=1.10, P=0.33). Students had a longer interaction time with the teacher in offline teaching than in online and blended teaching(P=0.03). The three different teaching modes have no significant difference among genders or academic performance(P=0.33, P=0.91, respectively). Furthermore, 18.1% of students suggested that the amount of experiment time should be increased.

CONCLUSION: Students were satisfied with all three teaching modes. However, they had more interaction time with teachers in traditional offline teaching compared with online and blended teaching. More time is needed to increase teachers' online teaching ability.