【摘要】 目的 本研究旨在评估非麻醉专业住院医师规范化培训（简称住培）医师在入科培训中融入超声引导模拟教学的效果和满意度。方法 选取2024年1月—2025年2月珠海市人民医院（北京理工大学附属医院，暨南大学珠海临床医学院）麻醉科轮科的40名非麻醉专业住培医师作为研究对象，采用随机数字表法分为对照组与观察组。两组均进行颈内静脉穿刺培训，对照组（20名）接受传统盲探性穿刺模拟教学，观察组（20名）采用超声引导下的血管穿刺模拟教学。出科时，对两组进行出科考核，比较其理论、技能成绩以及教学满意度。结果 观察组理论成绩为（91.95±2.95）分、技能成绩为（92.20±2.22）分，均高于对照组的（79.50±3.20）分、（83.80±3.53）分，差异均有统计学意义（t=12.792,9.008;P均<0.05）；观察组教学满意度得分均高于对照组，差异均有统计学意义（P均<0.05）。结论 将超声引导模拟教学融入麻醉科新入科的住培医师培训中，能够增强其操作自信心，提高教学质量。更多还原

【Abstract】 Objective The purpose of this study was to evaluate the effect and satisfaction of resident physicians in standardized residency training(abbreviated as residency training) who are non-anesthesiology specialists. Methods From January 2024 to February 2025, forty non-anesthesia residents training physicians in the Department of Anesthesiology of Zhuhai People’s Hospital(the Affiliated Hospital of Beijing Institute of Technology, Zhuhai Clinical Medical College of Jinan University) were selected as the research objects. They were divided into control group and observation group by random number table method. Both groups received internal jugular vein puncture training. The control group(twenty cases) received traditional blind exploration simulation teaching, and the observation group(twenty cases) received ultrasound-guided vascular puncture simulation teaching. When leaving the department, the two groups were assessed, and their theory, skill scores and course satisfaction were compared. Results The theoretical achivement and skill achivement of the observation group were 91.95±2.95 and 92.20±2.22, which were higher than 79.50±3.20 and 83.80±3.53 of the control group, and the differences were statistically significant(t=12.792, 9.008; both P<0.05). The satisfaction scores of teaching method in the observation group were higher than those in the control group, and the differences were statistically significant(all P<0.05). Conclusion The integration of ultrasoundguided simulation teaching into the training program for new residents in the department of anesthesiology can enhance their self-confidence in operation and improve the teaching quality.更多还原