摘要目的:探讨情景模拟教学查房培训在住培师资培训中的应用。方法:选取外科系统住培带教师资56名为研究对象，分成传统方法组与情景模拟组。传统方法组采取多媒体集中培训→现场查房演示及观摩→总结讨论流程进行培训；情景模拟组采取多媒体集中培训→情景模拟演示观摩，分步骤讨论及示范→总结点评流程进行培训。培训结束后收集研究对象的培训满意度问卷调查表。培训前后均对研究对象进行教学查房考核，采用Graphpad prism 7对数据进行分析。结果:两组研究对象在职称、带教年限、性别等方面比较差异无统计学意义（ P > 0.05）。情景模拟组的师资培训前后教学查房考核平均成绩为（80.17±0.99）、（87.38±0.52）分，传统方法组的师资培训前后教学查房考核平均成绩为（78.27±0.82）、（83.24±0.53）分，两组师资培训后教学查房水平均有提升，但情景模拟组较传统方法组教学查房考核成绩提升更多，差异有统计学意义（ P < 0.05）。问卷调查显示，情景模拟组对培训方法的满意度、培训效果等远高于传统方法组，差异有统计学意义（ P < 0.05）。 结论:情景模拟教学查房培训对提升住培师资教学查房水平有很好的满意效果，可以提高演示师资及志愿者的情景模拟能力，值得进一步推广和完善，更好服务于住院医师规范化培训工作。

abstractsObjective:To investigate the application of scenario simulation teaching rounds in the residency training of teachers.Methods:A total of 56 faculty members in the surgical system were divided into the traditional method group and the scenario simulation group. The traditional method group adopted the training including multimedia centralized training, live rounds demonstration and observation, discussion and summary, while the scenario simulation group adopted the training including multimedia centralized training, scenario simulation demonstration and observation followed by step-by-step discussion and demonstration, review and summary. After the training, the training satisfaction questionnaires of the participants were collected. The participants were evaluated for teaching rounds before and after the training. The data were analyzed using Graphpad prism 7.Results:There were no significant differences between the two groups in terms of professional title, teaching years and gender ( P > 0.05). The average scores of teaching rounds before and after training in the scenario simulation group were (80.17±0.99) and (87.38±0.52). The average scores of teaching rounds before and after training in the traditional method group were (78.27±0.82) and (83.24±0.53). The teaching ability had improved after the teacher training in both groups, while the scenario simulation group performed significantly better than the traditional method group ( P < 0.05). The questionnaire survey showed that the satisfaction and training effect of the scenario simulation group were much higher than those of the traditional method group, and the difference was statistically significant ( P < 0.05). Conclusion:The scenario simulation teaching rounds training significantly improves the competency of teaching rounds of residential training teachers, as well as the scenario simulation capabilities of demonstration teachers and volunteers, which makes it worthy of further promotion in order to have a better performance on standardized residency training.