本研究旨在探讨基于病例汇报的术前讨论模式在退变性脊柱疾病教学中的应用效果，为提高现代医学教育质量提供参考依据。

选取从2023年1月至2023年10月在首都医科大学宣武医院骨科参加住院医师规范化培训的58名学员为研究对象。采用随机数表法将其分为实验组（参加病例汇报，29人）和对照组（仅参加常规规范化培训，29人）。培训结束后，通过比较2组学员的理论考核、临床技能考核成绩和问卷调查结果来评估两种培训模式的应用效果。

实验组学员和对照组学员相比，在理论考核成绩（42.91±3.35 vs 40.86±2.39）、临床技能考核成绩（44.62±2.53 vs 39.03±3.64）和总成绩（87.53±5.33 vs 79.90±4.01）方面均高于对照组，有统计学意义（P<0.05）。实验组学员在激发学生学习兴趣（96.6% vs 69.0%）、增强自主学习意识（89.7% vs 62.1%）、培养临床思维（96.6% vs 65.5%）方面更突出，教学满意度高于对照组（96.6% vs 72.4%），差异有统计学意义（P<0.05）。

基于病例汇报的术前讨论模式在退变性脊柱疾病教学中取得良好效果，有助于提高学员的临床考核成绩和教学满意度。

To investigate the application effects of a preoperative discussion model based on case presentations in the teaching of degenerative spinal diseases, in order to provide a basis for enhancing the quality of modern medical education.

Fifty-eight participants undergoing standardized residency training in the Department of Orthopedics of Xuanwu Hospital, Capital Medical University from January 2023 to October 2023 were selected for this study. Employing a random number table, the participants were divided into an experimental group (29 individuals participating in case presentations) and a control group (29 individuals only undergoing routine standardized training). After the training period, an evaluation of the application effects of the two training modes was conducted by comparing the theoretical and clinical skill assessment scores and survey results between the two groups.

The experimental group exhibited significantly higher scores compared to the control group in theoretical assessment (42.91±3.35 vs 40.86±2.39), clinical skill assessment (44.62±2.53 vs 39.03±3.64), and overall score (87.53±5.33 vs 79.90±4.01) (P<0.05 for all). The experimental group showed more prominence in stimulating student interest (96.6% vs 69.0%), enhancing self-directed learning awareness (89.7% vs 62.1%), and cultivating clinical thinking (96.6% vs 65.5%), and had higher teaching satisfaction compared to the control group (96.6% vs 72.4%) (P<0.05 for all).

The preoperative discussion model based on case presentations demonstrated positive outcomes in the teaching of degenerative spinal diseases, contributing to enhancing students' clinical assessment scores and teaching satisfaction.