探讨Peyton四步教学法在住院医师规范化培训（以下简称"住培"）颈部淋巴结超声分区带教中的教学效果。

选取2023年9月至2024年5月安徽医科大学第二附属医院超声医学科和皖南医学院第一附属医院超声医学科共计70名住培学生，采用随机数字法将其分为传统教学组（n=35）和Peyton四步教学组（n=35）。通过技能操作、超声读图两种方式对两组学生进行考核，同时依据问卷调查对住培学生进行满意度调查。对比分析两种不同教学方法住培学生的考核成绩与问卷评分。

考核结果显示，Peyton四步教学组技能操作成绩、超声读图成绩均高于传统教学组[（44.69±2.33）分vs（41.40±2.78）分，（44.45±2.63）分vs（42.77±2.58）分，P均<0.05]。问卷调查结果显示，Peyton四步教学组提高学习兴趣评分以及缓解考试压力评分均高于传统教学组[（4.60±0.55）分vs（3.66±0.84）分，（4.43±0.65）分vs（3.14±0.60）分]，差异均具有统计学意义（P均<0.05）。

Peyton四步教学法可提高住培学生在颈部淋巴结超声分区中的技能操作、超声读图成绩，激发住培学生的学习兴趣，并缓解规范化培训考试压力，可作为住培学生颈部淋巴结分区带教的有效手段，提高超声规范化培训带教的教学效果。

To investigate the application of Peyton's four-step teaching method in enhancing the efficacy of standardized residency training for ultrasound in cervical lymph node examination.

A total of 70 students who underwent standardized residency training at the Department of Ultrasound Medicine of the Second Affiliated Hospital of Anhui Medical University and the First Affiliated Hospital of Wannan Medical College from September 2023 to May 2024 were included in this study. They were divided into either a traditional ultrasound teaching group (n=35) or a Peyton's four-step teaching group (n=35) based on the teaching method used. The efficacy of the two teaching approaches was evaluated by scores of ultrasound scanning and reading, while students' satisfaction with the teaching method was evaluated based on a questionnaire survey. The examination scores and questionnaire scores were compared between the two groups.

The scores of ultrasound scanning and reading in the Peyton's four-step teaching group were significantly superior to those of the traditional ultrasound teaching groups [(44.69±2.33) points vs (41.40±2.78) points and (44.45±2.63) points vs (42.77±2.58) points, respectively; P<0.05]. The questionnaire survey results demonstrated that the Peyton's four-step teaching method led to significant enhancements in students' learning interest and alleviation of examination pressure [(4.60±0.55) points vs (3.66±0.84) points and (4.43±0.65) points vs (3.14±0.60) points, respectively; P<0.05].

The Peyton's four-step teaching method improves the scores of ultrasound scanning and reading in the cervical lymph nodes ultrasound segmentation of the standardized residency training students, stimulates students' learning interest, and alleviates their examination pressure. This method holds significant potential in cervical lymph node ultrasound teaching, enhancing the efficacy of standardized residency training programs.