The correlation between mental health and myopia in children and adolescents was explored in order to provide scientific reference for the intervention of mental health in children and adolescents. The results showed that there was a high correlation between myopia and mental health of children and adolescents, the degree of myopia was directly proportional to the degree of anxiety and depression in children and adolescents, and myopia also directly led to a significant decline in the quality of life of children and adolescents. In addition, the prevalence and degree of myopia were also related to personalities, and people with introverted and neurotic personalities were more likely to suffer from myopia.

Sixty-four children with moderate and low myopia were randomly divided into the experimental group (orthokeratology combined with acupuncture) and the reference group (orthokeratology only). The changes in diopter and naked eye distant vision of the two groups after 2 months of treatment were observed and compared, and the occurrence of adverse reactions and the total treatment effectiveness were counted. Visual function and quality of life were evaluated by the Rapid Serial Visual Presentation (RSVP) and the 25-item National Eye Institute Visual Function Questionnaire (NEI-VFQ-25). The results showed that the diopter and naked eye far vision of the experimental group were significantly better than those of the reference group, the incidence of adverse reactions was significantly lower, and the total treatment efficiency was higher. In terms of RSVP score and NEI-VFQ-25 score, children in the experimental group were able to better improve visual function and quality of life.

Twenty-three children aged 6-11 years with emmetropia, who were fitted with plano highly aspherical lenslets (HAL) defocus lenses for the first time in an ophthalmic hospital, were selected. The changes in axial length (AL) and spherical equivalent refraction (SER) before and after wearing the lenses for 6 months were observed to analyze the clinical effects on prevention and control of myopia. The results showed that after wearing the lenses for 6 months, the amount of change in SER changed from (-0.35±0.51) D to (-0.02±0.30) D, with a statistically significant difference in the rate of change in SER(P = 0.02). The amount of change in AL changed from (0.37±0.26) mm to (0.06±0.15) mm, with a highly statistically significant difference in the rate of change in AL (P < 0.001). It was demonstrated that wearing plano HAL defocus lenses had a positive effect on preventing the occurrence of myopia in children with emmetropia.

Refractive index is an important parameter of spectacle lenses, which affects the thickness and comfort of spectacle lenses. This paper presented a method for measuring the refractive index of spectacle lenses using gemstone refractometer. The method basically met the accuracy requirements for measuring the refractive index of spectacle lenses and assembled glasses lens, and had the characteristics of fast speed, simple operation, non-destructive (or micro-destructive), low equipment investment, and direct reading of measurement results. The method had good application value.

Task-based learning (TBL) mode can break through the limitations of traditional teaching methods, allowing students to acquire knowledge and skills through task scenarios, and stimulate students' learning potential and enthusiasm. The study targeted undergraduate students majoring in Optometry at the First Clinical Medical College of Guangzhou University of Chinese Medicine. Task-based learning guided by position competence was designed for the course of Strabismus, Amblyopia and Binocular Vision. Process evaluation, summative evaluation and a questionnaire survey were adopted to evaluate the teaching effectiveness. The results showed that the students' process evaluation score was (92.97±2.80), and the summative evaluation score was (70.07±10.20). 85.71% of the students expressed high satisfaction with the overall design of the course, and 90.48% of the students indicated high satisfaction with the cultivation of hands-on operational skills. 97.50% of students believed that the content they learned was relatively well-matched or better matched to their job positions and most students adapted to their position requirements within no more than 2 weeks during their internship.

The effect of applying modular teaching mode in the practice teaching of optometry technology majors was studied. This paper compared the comprehensive evaluation results of professional theory and quality and skills of interns who adopted traditional teaching methods (control group) and modular teaching mode (experimental group) after their internship, and conducted an anonymous questionnaire survey on the students of the two groups. The results showed that the comprehensive evaluation results of the experimental group were significantly higher than those of the control group (P<0.05), and the internship satisfaction of the experimental group was also significantly higher than that of the control group (P<0.05). The results also showed that modular teaching had shown high efficiency and practical advantages in the teaching of optometry technology major, helping to master the core knowledge and skills required for the post of optometry, and improving the students' satisfaction with their teaching staff.

The spectacle processing and adjustment course is a four-year undergraduate optometry professional compulsory course. The traditional teaching mode of the course, in the current teaching process, has some deficiencies, which leads to problems such as low motivation and lack of mastery of operational skills in students. Aiming at this status quo, combined with the characteristics of the course, the teaching mode of the course was reformed and practiced from 2 aspects of theoretical teaching and practical teaching in actual teaching, and preliminary results had been achieved. Compared with the traditional teaching of the class, the teaching reform class had been shown to have students with high motivation to learn, and the end of the final grades had been demonstrated to improve significantly (t = -4.00, P < 0.001).

The application of 5G communication technology and Internet of Things (IoT) technology, their applications in the field of education have become increasingly widespread, providing strong technical support for the modernization and transformation of disciplines. Utilizing the ultra-high speed, ultra-low latency and massive connectivity capabilities of 5G, combined with the intelligent sensing and interconnection characteristics of IoT technology, an efficient, intelligent and safe smart laboratory for optometry technology was designed and realized, and its system architecture, key technologies, realization path and application effects were described.Teaching practice showed that the smart laboratory improved the teaching quality and training effect, promoted the optimal allocation and sharing of educational resources, provided an innovative platform for the cultivation of optometry technology talents.