探讨增强现实/虚拟现实（AR/VR）情景模拟教学模式在住院医师规范化培训（简称住培）创伤超声重点评估（FAST）教学中的应用体验，为住培教学中FAST胜任力培养的课程设计与质量改进提供依据。

采用描述性质性研究方法，对2025年12月至2026年1月在浙江大学医学院附属第四医院经历过AR/VR情景模拟教学的15名超声医学住培医师进行半结构式访谈并收集资料，采用Colaizzi七步法进行资料编码并归纳分析，形成主题及范畴。

资料分析共提炼出4个主题：（1）心理安全感提升课堂参与度；（2）沉浸式体验促进知识与技能的整合和理解；（3）AR反馈推动操作规范化并提升医师信心，但临床迁移仍需桥接；（4）落地实施的关键条件与优化方向：情景功能一致性、技术可用性与个体适配、教学资源的支持。

AR/VR情景模拟FAST教学模式可在“低风险”环境中促进住培医师主动参与，并通过沉浸式任务与AR反馈提升扫查操作规范化；其常态化推广需兼顾情景功能一致性、技术可用性、师资培训与标准化评价体系建设。

To explore residents' learning experiences, perceived mechanisms of competence development, and implementation barriers of an augmented reality/virtual reality (AR/VR) scenario-based simulation teaching model in Focused Assessment with Sonography for Trauma (FAST) training, and to provide evidence for curriculum design and quality improvement in residency training.

A descriptive qualitative design was adopted. Fifteen ultrasound medicine residents who had participated in an AR/VR scenario-based simulation program at the Fourth Affiliated Hospital of Zhejiang University School of Medicine from December 2025 to January 2026 were recruited for semi-structured interviews. Data were coded and analyzed using Colaizzi's seven-step method, from which themes and categories were derived.

Four themes were identified: (1) Psychological safety enhanced classroom engagement: the virtual environment reduced residents' anxiety, encouraged active questioning and disclosure of uncertainty, and strengthened their sense of responsibility for independent problem-solving; (2) Immersive experience facilitated integration and understanding of knowledge and skills: a stronger sense of immersion promoted contextual understanding, linking scanning planes, sonographic interpretation, and clinical decision-making, while partially compensating for limited case exposure during rotations; (3) AR-enabled feedback promoted standardized scanning and confidence, although transfer to clinical practice still required bridging; (4) Key conditions and optimization priorities for implementation: functional fidelity of scenarios needs enhancement, alongside addressing cybersickness/discomfort, time costs, faculty adaptation, and standardized assessment, as well as the demand for automated evaluation and feedback.

The AR/VR scenario-based simulation model for FAST training can promote active participation in a low-risk environment and improve scanning standardization through immersive tasks and AR-enabled feedback. Sustainable implementation requires attention to functional alignment of scenarios, technological feasibility, faculty development, and the establishment of standardized assessment systems.