亚专业分区形势下新型急诊医学住培教学模式的应用研究

目的 探讨亚专业分区形势下新型急诊医学住培教学模式的应用及教学效果。方法 30名急诊专业住培生随机分成两组，每组15人。试验组采取亚专业分区模式教学，对照组接受传统带教；采用SPSS 26.0进行t检验和卡方检验，对比分析两组学员在人口学变量、培训考核成绩、教学反馈等方面的差异。结果 两组学员在年龄、性别、学历、临床工作年限等人口学变量上差异无统计学意义；两组学员在重庆市结业考核成绩上差异无统计学意义（P>0.05），但在结业考核前科内模拟理论考试成绩差异有统计学意义[（81.20±2.83） vs. （89.73±3.01），P<0.001]；教学反馈调查结果显示，两组对独立值班的信心和教学满意度都较高，差异无统计学意义（P>0.05），但试验组对急诊亚专业发展的认同度高于对照组，同时在科研和自身发展方向定位上也优于对照组。结论 亚专业分区形势下新型急诊住培教学模式更利于急诊医学的长远发展，建议在急诊住培教学中进一步推广验证。

Application of a new residency training model for emergency medicine in the context of sub-specialty zoning

Objective To investigate the application and teaching effect of a new residency training model for emergency medicine in the context of sub-specialty zoning.Methods A total of 30 emergency medicine residents were randomly divided into experimental group and control group, with 15 residents in each group. The residents in the experimental group received teaching based on the sub-specialty zoning model, while those in the control group received traditional teaching. SPSS 26.0 software was used for the t-test and the chi-square test, and the two groups were compared in terms of demographic variables, training assessment scores, and teaching feedback.Results There were no significant differences between the two groups in the demographic variables such as age, sex, education background, and years of clinical work, and there was also no significant difference between the two groups in the final assessment score of Chongqing (P>0.05), but there was a significant difference between the two groups in the score of intra-department theoretical examination before the final assessment [(81.20±2.83) vs. (89.73±3.01), P<0.001]. The survey of teaching feedback showed that both groups had high confidence in independent duty and a high degree of satisfaction with teaching, with no significant differences between the two groups (P>0.05); however, compared with the control group, the experimental group had a significantly higher recognition of the development of emergency sub-specialties and significantly better orientations of scientific research and self-development.Conclusions The new residency training model for emergency medicine in the context of sub-specialty zoning may help with the long-term development of emergency medicine and should be further promoted and validated in emergency medicine residency training.