Abstract:  Objective To explore the feasibility and application value of case-based learning (CBL) combined with multimodal imaging in the clinical teaching of ocular fundus diseases. Design Teaching research. Participants 25 postgraduate students in ophthalmology during the standardized training of residents in Beijing Tongren Hospital. 11 students in the traditional teaching group and 14 students in the CBL multimodal imaging teaching group. Methods  After the basic knowledge training and examination of color fundus photogragh (CFP), fundus fluorescence angiography(FFA), and ocular coherence tomography(OCT), the traditional teaching group took lessons of the characteristics of various common ocular fundus diseases in each imaging mode; the CBL multimodal imaging teaching group were taught multimodal imaging characteristics based on each disease of common ocular fundus diseases. After 4 weeks of clinical practice, the two groups of students finally took theoretical examination and clinical case analysis examination. Main Outcome Measures Score results of theory examination, imaging analysis and case analysis examination at each stage. Results In CBL multimodal imaging teachinggroup, the scores of multimodal imaging analysis 92.14±3.23, final theoretical examination 93.79±2.72, and case analysis 93.71±3.29, were all higher than those in the traditional teaching group of 88.36±3.41, 90.82±4.19, 89.64±4.46 (all P<0.05). In the traditional teaching group, the scores of image basic knowledge examination and single mode image analysis were 92.71±2.43 and 94.71±1.89 in the second year students，whereas 93.00±1.41 and 94.00±2.45 in the third year students (all P>0.05). The scores of the second year students were 86.86±3.18 in multimodal imaging analysis, 88.343±3.60 in final theory examination, and 87.57±3.95 in case analysis, all lower than those of the third year students 91.00±2.00, 94.00±2.83 and 93.25±2.75， with statistical significance (all P<0.05). In CBL multimodal imaging teaching group, the scores of image basic knowledge and single mode image analysis examination were 93.46±2.07 and 93.46±2.38 in the second year students, whereas 92.67±2.52, 94.66±2.30 respectively in the third year students, the difference was no statistically significant between the two academic years (all P>0.05); the scores of final theory examination was 92.91±2.63 in second year students, lower than that (96.67±1.15) in the third year students (P=0.04); but there was no statistically significant difference between the scores of multimodal imaging analysis 91.91±3.35, case analysis 93.45±3.64 in the second year students， and that 93.00±2.64, 94.67±1.53 in the third year students (all P>0.05). Conclusion CBL combined with multimodal imaging teaching can improve students' ability of comprehensive image analysis and clinical case analysis, andis more efficient to promote students to apply the knowledge to ocular fundus disease clinical application. (Ophthalmol CHN, 2024, 33: 461-466)

Key words: case-based learning, multimodal imaging, ocular fundus disease teaching