摘要目的:探讨SBAR[其内涵包括状态（situation，S）、背景（background，B）、评估（assessment，A）、建议（recommendation，R）]模式与3D打印模型技术相结合的教学模式在创伤骨科床旁教学实践中的应用效果。方法:将2018年轮转进入本院创伤骨科实习的学生随机分为试验组（SBAR模式结合3D打印模型技术模式教学）与对照组（传统教学）。教学完成之后评价教学效果，评价指标包括理论考试成绩、实践操作考试成绩、总分以及问卷调查。采用SPSS 22.0进行记录和统计学分析。结果:试验组的理论考试平均分（48.30±1.41）、实践操作考试平均分（42.20±1.48）和总分（90.50±2.04）均高于对照组[（43.40±1.52）（34.80±1.53）（78.20±2.15）]，差异均有统计学意义（ P<0.05）。问卷调查显示，实验教学组在提升学生的自主学习能力、学习积极性、临床思维能力培养、文献检索与分析能力、增强临床工作中学生的人文关怀意识方面认可度较高，具有统计学意义（ P<0.05）；而在提升问题解决能力、团队合作能力以及与患者的沟通交流能力方面的提升，两组的认可度相当，差异无统计学意义（ P>0.05）。 结论:SBAR模式结合3D打印模型技术应用于创伤骨科床旁教学有助于学生提高学习兴趣和自主学习能力，培养学生终身学习的习惯，提高学生的综合素质能力，提高教学效果，具有良好的推广应用价值。

abstractsObjective:To investigate the application effects of SBAR communication mode (situation, background, assessment and recommendation) combined with 3D printing model technology in bed-side teaching of trauma orthopaedics.Methods:A total of 80 clinical medicine students were randomly divided into two groups according to the order of the school number, with 40 students in each group. One was experimental group which received SBAR communication mode combined with 3D printing model technology teaching, and the other one was the control group, which received regular reaching mode. At the end of teaching, the teaching effects were evaluated, including the scores of theoretical examinations and operational examinations, total scores and the anonymous questionnaires. SPSS 22.0 was used for recording and statistical analysis.Results:The average scores of theoretical examinations (48.30±1.41), operational examinations (42.20±1.48) and total scores (90.70±1.38) of experimental group were significantly higher than those of control group [(43.40±1.52); (34.80±1.53); (78.10±1.51)], with significant differences ( P <0.05). The anonymous questionnaires showed that the students in the experimental group had a significant advantage in autonomous learning ability, learning enthusiasm, the ability of literature retrieval and analysis and clinical thinking ability, and enhancing students' humanistic care consciousness in clinical work ( P <0.05). While the two groups had the same recognition in improving problem solving ability, teamwork ability and communication ability with patients, with no significant difference ( P > 0.05). Conclusion:The new teaching mode, SBAR mode combined with 3D printing model technology, applied to trauma orthopaedics bed-side teaching is helpful for students to improve their learning interest and autonomous learning ability, cultivate their lifelong learning habits and their comprehensive quality, so this mode will significantly improve the teaching effects, with good application value.