Objective To investigate the feasibility of hybrid learning for optometry in ophthalmology education at the undergraduate stage. Methods Thirty-six students, who studied ophthalmology course in Peking University Third Hospital in April 2022, were recruited in the study. The experimental group (17 students) adopted hybrid learning, including online micro learning, panel discussion, classroom teaching and double-teacher-classroom supported by online teaching system, while the control group (19 students) adopted traditional classroom teaching. The final examination and questionnaire survey were used to assess the learning effect. T test, Mann-Whitney U test and χ² test were employed in data analysis. Results The scoring rate of items related to optometry in the final examination, the overall satisfaction and learning interest in the experimental grout were 77.8%(16.6%), 90.0(23.5) and 83.0(29.0) respectively, which were comparable to the control group 77.8%(33.3%), 81.0(14.0) and 78.0(22.0), and there were no statistical significances (all P＞0.05). Scores of learning efficiency, participation in classroom interaction and the motivation to participate in studies related to optometry were 84.0(19.0), 81.0(26.5) and 100.0(23.5) in the experimental group respectively, which were superior to the control group 72.0(22.0), 70.0(20.0) and 80.0(38.0), and the differences were statistically significant (all P＜0.05). Students in the experimental group would devote 1.00(2.00) hours to prepare for the class, which were longer than the control group 1.00(1.00) hours (all P＜0.05). Conclusions Hybrid learning has achieved good results in examination scores, teaching satisfaction, and other aspects. It is feasible in optometry teaching, which is beneficial to improving active learning, elevating the efficiency of classroom teaching and enhancing the participation of classroom interaction.