对比融入临床科研实践的住院医师规范化培训（简称规培）与常规临床规培的教学效果，明确参与临床科研对心脏超声规培教学效果的价值。

纳入自2023年9月至2025年11月在空军军医大学唐都医院超声医学科进行超声专业规培的学员36名，随机分为科研规培组19人和临床规培组17人。采用两阶段教学培训模式，基础培训阶段2组培训内容和形式（30例临床心脏超声训练）无差别；差异培训阶段（50例心脏超声训练），科研规培组参与科研项目留图需≥25例，临床规培组仍采用常规规培带教。在两阶段培训结束后，由2名带教教员对所留取的切面图像进行评分，取2人评分的平均值，采用独立样本t检验比较2组切面评分的差异；采用组内相关系数（ICC）评价2组学员同带教教员相对照的测值准确性；通过问卷调查2组学员在培训后对超声临床科研的兴趣程度，并采用χ²检验比较组间差异。

基础培训阶段后，2组学员各超声指标测值准确性ICC无明显差别，切面评分差异也无统计学意义[（3.29±0.49）分 vs（3.27±0.48）分，P＞0.05]；差异培训阶段后，科研规培组学员左心室舒张末期内径、左心室收缩末期内径、左心室流出道内径、二尖瓣环a峰速度、双平面左心室射血分数、左心房容积和左心室整体纵向应变测值准确性更优，其ICC高于临床规培组，且科研规培组切面评分高于临床规培组[（3.63±0.25）分 vs（3.43±0.27）分]，差异具有统计学意义（t=2.308，P=0.027）。两阶段培训结束后，科研规培组对超声临床科研的兴趣程度高于临床规培组（73.7% vs 29.4%），差异具有统计学意义（χ²=7.442，P=0.024）。

参与心脏超声临床科研能够显著提高学员的切面扫查规范性和测值准确性，并增强了科研兴趣，提升了规培教学效果。

To clarify the value of clinical research engagement for the teaching quality of cardiac ultrasound standardized training by comparing the teaching effectiveness of standardized training for resident physicians integrated with clinical research participation versus conventional clinical training.

A total of 36 residents enrolled in the standardized training program of the Department of Ultrasound Medicine at Tangdu Hospital, Air Force Medical University, from September 2023 to November 2025, were randomly divided into a research training group (19 residents) and a clinical training group (17 residents). A two-stage training approach was adopted. During the basic training stage (30 clinical cardiac ultrasound cases), both groups received identical training. During the differential training stage (50 cardiac ultrasound cases), the research training group participated in research projects requiring image acquisitions (≥25 cases), whereas the clinical training group followed conventional training. After the two-stage process, two instructors scored the sectional images acquired by the residents, and the average score was calculated; inter-group score comparions were performed using independent sample t-tests. The intra-group correlation coefficient (ICC) was used to evaluate the measurement accuracy of the two groups of residents relative to the supervising instructors. Residents' interest in cardiac ultrasound research was assessed and compared between the two groups via questionnaires, with differences analyzed using the χ² test.

After the basic training stage, no significant differences were observed between the two groups in either measurement accuracy (as reflected by ICC for all parameters) or view scores (3.29±0.49 vs 3.27±0.48, P＞0.05) . After the differential training stage, the research group demonstrated superior ICC values compared to the clinical group for left ventricular end-diastolic dimension, left ventricular end-systolic dimension, left ventricular outflow tract dimension, mitral annulus a-wave, biplane left ventricular ejection fraction, left atrial volume, and global longitudinal strain. Additionally, the research training group achieved significantly higher view scores than the clinical training group (3.63±0.25 vs 3.43±0.27, t=2.308, P=0.027). After completion of both training stages, the research training group exhibited a significantly greater interest in ultrasound clinical research than the clinical training group (73.7% vs 29.4%, χ²=7.442, P=0.024).

Participation in cardiac ultrasound clinical research can significantly enhance residents' image view standardization and measurement accuracy, as well as increase their research interests, thereby improving the overall teaching effectiveness of standardized training.