【摘要】 目的 探讨沉浸式“做中学”的培训模式在非麻醉专业住院医师培训中的效果。方法 选择2020年11月至2022年5月期间完成原有培训模式的18名和沉浸式“做中学”培训模式的35名轮转医师进行调查，比较两组在患者基础疾病的管理、麻醉知识和麻醉技能、术后患者生命体征和并发症管理、危重患者抢救意识和能力等方面的收获。并且调查教学反馈情况。结果 两种培训模式下，大部分轮转医师在患者基础疾病的管理、麻醉知识和麻醉技能、术后患者生命体征和并发症管理、危重患者抢救意识和能力等方面均有明显收获，差异无统计学意义（χ~2分别=1.08、0.15、1.78、0.67、0.34,P均>0.05）。新培训模式下轮转医师的学习积极性、自身教学积极性和对轮转医师学习效果（麻醉知识、技能和抢救能力）的关注度有略微的提高，但两组比较，差异无明显统计学意义（χ~2分别=2.87、2.10、4.95、3.18、3.60,P均>0.05）。结论 新沉浸式“做中学”的培训模式可以一定程度上提升非麻醉专业住院医师的学习主动性和教师的教学积极性。更多还原

【Abstract】 Objective To explore the effect of immersive "learning by doing" mode training model in the training of non anesthesiologists. Methods From November 2020 to May 2022,18 rotational physicians who completed the original training mode and 35 rotational physicians who completed the immersion "learning by doing" training mode were selected for investigation,and the two groups were compared in terms of the management of patients’ basic diseases,anesthesia knowledge and anesthesia skills,the management of postoperative patients’ vital signs and complications,and the rescue awareness and ability of critically ill patients.And the teaching feedback was investigated. Results Under the two training modes,most rotation physicians had significant gains in the management of patients’ basic diseases,anesthetic knowledge and skills,management of postoperative vital signs and complications,and rescue awareness and ability of critical patients,but with no significant difference（χ~2=1.08,0.15,1.78,0.67,0.34,P>0.05）.Under the new training mode,the learning enthusiasm,self teaching enthusiasm,and the attention paid to the learning effect(anesthesia knowledge,skills and rescue ability)of the rotation doctors were slightly improved,but there was no significant difference between the two groups（χ~2=2.87,2.10,4.95,3.18,3.60,P>0.05）. Conclusion The new immersive "learning by doing" training model can improve the learning initiative of non anesthesia major residents and the teaching enthusiasm of teachers to some certain extent.更多还原