目的 在眼视光医学专业物理诊断学实践中建立内驱力的教学方法并评估效果。 方法 在眼视光医学专业物理诊断学实践中，按“内驱度-发现度-活跃度-价值度-荣誉度”的层次，逐层加强学生学习的内驱力，激发学习动力；分析眼视光医学专业与“5+3”一体化临床医学专业学生物理诊断学的理论考试和实践考核成绩。 结果 眼视光医学专业物理诊断学理论考试得分为（87.06±10.38）分，实践考核得分为（91.66±4.48）分。“5+3”一体化临床医学专业物理诊断学得分为（86.3±7.98）分，实践考核得分为（91.38±5.03）分。两专业学生理论考试及实践考核成绩比较差异均无统计学意义。 结论 通过在物理诊断学实践中建立学生内驱力，使眼视光医学专业学生在物理诊断实践的教学效果不劣于“5+3”一体化临床医学专业。

Objective To utilize the teaching method of fostering internal drive within the practice of physical diagnosis in the field of optometry & optometry and to evaluate its effectiveness. Methods In physical diagnosis practice courses of ophthalmology & optometry, students were encouraged to gradually enhance their motivation according to the level of "internal drive degree - discovery degree - activity degree - value degree - honor degree". The theoretical and practical assessment scores of ophthalmology & optometry and "5+3" integrated clinical medicine students in physical diagnosis were analyzed. Results The theoretical examination score for physical diagnosis among ophthalmology & optometry students was (87.06 ± 10.38) points, while their practical assessment score was (91.66 ± 4.48) points. For the "5+3" integrated clinical medicine program, the theoretical examination score was (86.3±7.98) points, and the practical assessment score was (91.38 ± 5.03) points. There were no significant differences in the theoretical examination and practical assessment scores between the two majors (P＞0.05). Conclusion By fostering student internal drive in physical diagnosis practice courses, the teaching effectiveness of ophthalmology & optometry students was found to be comparable to that of "5+3" integrated clinical medicine students.