探讨模拟医学教育（SBME）联合混合式学习（B-learning）多元化教学模式在产前超声住院医师规范化培训中的应用效果。

选取2025年6—8月在浙江大学医学院附属第四医院超声医学住院医师规范化培训基地接受培训的16名医师，随机分为试验组和对照组各8人，培训2个月。试验组采用SBME联合B-learning教学模式，对照组采用传统教学模式；2组均完成培训前基线测评、培训后理论考核与技能考核，并填写满意度问卷。采用Mann-Whitney U检验比较考核成绩、满意度评分及学习投入时间的差异。

2组基线测评成绩比较[72.7（64.77，80.62）分 vs 75.7（68.6，82.8）分]，差异无统计学意义（P＞0.05）。培训后，试验组理论考核成绩、技能考核成绩高于对照组[87.1（82.9，91.2）分 vs 81.3（77.4，85.1）分；91.5（88.6，94.3）分 vs 83.6（80.5，86.3）分]，差异具有统计学意义（U=10.00，P=0.021；U=2.00，P=0.002）。教学满意度调查显示，试验组多项条目（如掌握理论知识、超声图像解读能力、学习主动性、临床思维能力等）评分高于对照组，但课前准备和课后复习时间亦增加，差异均具有统计学意义（P均＜0.05）。

SBME联合B-learning教学模式可提升产前超声住培医师的基础理论知识与实践操作能力，并改善学习体验。

To evaluate the effectiveness of a diversified teaching model that integrates simulation-based medical education (SBME) with blended learning (B-learning) in prenatal ultrasound residency training.

Sixteen residents who participated in standardized residency training at the Fourth Affiliated Hospital, Zhejiang University School of Medicine from June to August 2025 were selected and randomly divided into an experimental group and a control group, with 8 residents in each group. The training lasted 2 months. The experimental group received the SBME combined with B-learning model, while the control group received traditional teaching. Both groups completed a baseline assessment prior to training, followed by a theoretical examination and skills assessment at the end of the training period, as well as a teaching satisfaction questionnaire. The Mann-Whitney U test was used to compare assessment scores, satisfaction scores, and learning time investment between the two groups.

There was no statistically significant difference in baseline assessment scores between the two groups [72.7 (64.77, 80.62) vs 75.7 (68.6, 82.8), P＞0.05]. After the intervention, the theoretical examination score of the experimental group was significantly higher than that of the control group [87.1 (82.9, 91.2) vs 81.3 (77.4, 85.1), U=10.00, P=0.021]. The skills assessment score of the experimental group was also significantly higher than that of the control group [91.5 (88.6, 94.3) vs 83.6 (80.5, 86.3), U=2.00, P=0.002]. The satisfaction survey indicated that the experimental group scored higher than the control group on several items (P＜0.05). However, the time spent on pre-class preparation and post-class review was also increased in the experimental group (both P＜0.05).

The integrated SBME and B-learning teaching model effectively improves residents' theoretical knowledge and practical skills in prenatal ultrasound, while also enhancing their learning experience.